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HOME LIFE AROUND 
THE WORLD 

A GEOGRAPHICAL READER 

FOR 

THE FOURTH GRADE 

BY 

GEORGE A. MIRICK 

WITH ILLUSTRATIONS BY 
BURTON HOLMES 




HOUGHTON MIFFLIN COMPANY 

BOSTON NEW YORK CHICAGO 



COPYRIGHT, 1918, BY GEORGE A. MI RICK 
ALL RIGHTS RESERVED 



(,1^4^ 



Wbt 3S,i\KvSit>t S^vtiS 

CAMBRIDGE . MASSACHUSETTS 
U . S . A 



MAY 29 1918 

©CI.A497544 



FOREWORD 

The study of ''home geography" has become general in the first half 
of the fourth grade in the schools of this country. This is followed by a 
survey of the world with special emphasis upon North America and the 
United States. This plan of procedure seems to be not only an established 
custom but a wise one. An understanding of remote situations depends 
upon a knowledge of the concrete situations near at hand. On the other 
hand, a study of the world as a whole and of the geographical conditions 
and the life in different parts of it, throws light upon and stimulates an 
interest in one's own surroundings. 

Geography textbooks give an abundance of facts, classified and illus- 
trated. They are in reality encyclopaedias of information. But the very 
completeness of their treatment of details and their scientific purpose 
exclude the dramatic portrayal of life. And yet after all it is the drama 
of life that reveals most adequately the essential truths of geography, 
truths that a mere recital of facts cannot reveal, namely the interactions 
between geographical forces and human intelligence. Therefore the need 
of the supplementary geographical reader. 

This book has been planned to do for the study of geography what the 
historic novel, based upon accurate data, has done for the study of his- 
tory. It has been written with the interests and mental equipment in 
mind of children from eight to ten years of age. In carrying out this plan 
geographical situations have been selected that are typical in climatic and 
physiographic conditions, and in natural resources. 

The study of the different localities should lead progressively to a clearer 
vision of the world as a whole and of man's place in it. This comprehen- 
sive picture of the world should not be filled with the grotesque, the cu- 
rious, the superficial, and the highly complex phases of life, but rather with 
those phases in which the simple, fundamental relations between intelli- 
gent man and nature are clearly evident. These relations are not only 
physical: they are also social and spiritual. 

The material of which the stories and descriptions are made has been 
taken freely from the writings of those who have Hved in the places re- 
ferred to or of those who have visited the places in their travels. Acknowl- 
edgment is made to Frederick A. Stokes & Co., for the use of extracts from 
Admiral Peary's "The North Pole"; to G. P. Putnam's Sons for the use 
of Swiss poems from Alfred T. Story's "Swiss Life in Town and Coun- 



iv FOREWORD 

try"; to Charles Scribner's Sons for the use of extracts from George W. 
Cable's inimitable descriptions of the bayou country and of its pioneer 
life as given in ''Bona venture." The authors wish to express their ap- 
preciation also of the courtesy of the American Museum of Natural His- 
tory in furnishing a number of pictures and the four photographs of the 
relief globe. 

The pictures have been carefully selected by the well-known traveler 
and lecturer, Mr. Burton Holmes. They are, for the most part, those that 
have been taken by him during his travels. If the book shall in any degree 
help the children for whom it has been written to sense the reality of their 
own relation and that of their fellow men to our conunon mother earth, 
and to know it better as the "home of man," this success will be due iD< 
no small measure to the pictures that Mr. Holmes has contributed. 



CONTENTS 

Foreword iii 

To Teachers vi 

I. A Home on the Ice 1 

II. At the North Pole 8 

III. Colonel, the Eskimo Dog .14 

IV. Colonel helps to Find the South Pole ... 17 
V. In the Land of the Reindeer 24 

VI. A Country of Mountain Pastures 33 

VII. In the Mountain Pastures with Nicholas and Gretchen 45 
VIII. To THE Home of Ahmed, Son of the Desert .... 53 

IX. With Ahmed in the Oasis 63 

X. Pedro's Home at the Equator 78 

XI. A Day with Pedro in the Jungle 86 

XII. Tropical Gardens .94 

XIII. Taming Wild Elephants 102 

XIV. A Home in Old Hawaii 109 

XV. A Brave Hawaiian Princess 114 

XVI. Back to Our Own Homeland , 122 

XVII. A New England Boy in the Far West .... 127 

XVIII. The Home of a Forest Ranger 134 

XIX. The Village below the River 146 

XX. Making a Home in a New Country 156 

Photographic Views of Relief Globe . . 1, 34, 93, 108 

Index 161 



TO TEACHERS 

It is probably true that there is no best way to study a book. However, 
some ways are more profitable than others. The least profitable of all 
is for pupils to memorize it, section by section, with a view to reciting, 
i.e., repeating, it in class. It is scarcely less profitable to repeat its con- 
tents in a formal manner, even though no effort is made to commit it 
to memory verbatim. The common practice of orally reading a book in 
class, with a more or less haphazard correction of mistakes accompanied 
by comments on occasional details, has also little to commend it. 

The end to be sought in a real reading and study of a book is to under- 
stand its message. To do this, the pupil must think its thoughts, must sub- 
ject himself to its influences, must illuminate and vivify the mental images 
that it creates by the light and warmth of his own experience. By such 
reading and study the pupil's own mental and spiritual life is nourished, 
unfolded, and stimulated. 

To teach pupils to read and study thus, to fix this kind of reading and 
study as a habit, is the teacher's prime task in all subjects in which a book 
is used. It far surpasses in importance and value the information that 
pupils may gain from books. 

The teacher is not helped in doing this or any other task by directions 
that are given in great detail. The following suggestions merely point 
out direction, and a general plan of procedure. The teacher, the pupils, 
and the situation are all factors that should influence the emphasis given 
to any phase of the study and the thoroughness with which the subject 
is studied. 

Becoming acquainted with the Book 

We may well take time to introduce pupils to a new book. Let them 
get acquainted with it as a whole. What is its title? Who wrote it? Read 
its Table of Contents. What does it give.^ Find the Index. What does it 
contain? How are its items arranged? What is the purpose of the Table 
of Contents? When will you consult it? What is the purpose of the Index? 
When will you consult it? Is the cover design appropriate? Who are the 
publishers of the book? In what year was it published? (See copyright on 
page following the title-page.) What is the book about? 



TO TEACHERS vii 

p Reading the Text 

Oral reading should not come first. Silent reading and class discus- 
sion should precede oral reading, and be given much the larger amount of 
time. In general the following plan is desirable: — 

1. Assign an entire chapter for silent reading and study with the ques- 
tions — 

(a) What does the chapter tell about? 

(6) What are the main divisions of the chapter? 

(c) If any people are mentioned, who are they? What else of im- 
portance is mentioned? 

(d) In what part of the world is the story of the chapter located? 

(e) What paragraphs would you like to read to the class? 

2. If pupils have read a chapter with these questions or others of a 
similar character in mind, they are ready for a class discussion. 
It may be conducted somewhat as follows: 

Let each of the study questions above be considered in turn. 
Allow great freedom of expression. Have pupils refer to the text 
in case there is a difference of opinion. Question (b) will require much 
time at first, and pupils will need help in learning how to find the 
large divisions of a chapter. Let us take for example Chapter I : — 
Division 1. Nogasak's village: pars. 1-4. 

(Connecting paragraph) par. 5. 
Division 2. Nogasak's story: pars. 6-20. 
Each division has its subdivisions. 
Nogasak's village. 

Where it was and how big: par. 1. 
Kind of village: par. 2. 

The village moves from place to place: par. 3. 
Strangers come to the village: par. 4. 
Nogasak's story. 
The dogs give warning: par. 6. 
The strangers come near: par. 7. 
They are friendly: par. 8. 
' They are welcomed: pars. 9, 10. 

They are made comfortable: par. 11. 
They are given food: pars. 12, 13. 
The Eskimo family: par. 14. 
Nogasak's people are generous: par. 15. 
The strangers' house is ready: par. 16. 
How children spend their time: pars. 17, 18. 
The dance: par. 19. 
The close of the day: par. 20. 



viii TO TEACHERS 

3. When question (e) is reached, sections or paragraphs may be selected 
by different pupils. The whole of any chapter need not be read 
orally. In Chapter I, Nogasak's story, or perhaps better still, parts 
of it will be sufficient. 

4. In the reading and discussion attention will naturally be drawn to 
certain words because they cause difficulty. Encourage the pupils 
to pronounce a new word even if they make a mistake. They will 
thus gain courage and at the same time reveal to the teacher the 
point of difficulty. Encourage them also to infer the meaning of 
a word from the context. According to the teacher's judgment, a 
word should be written on the board and studied, or it should be 
looked up in the dictionary. It is well to allow some words to re- 
main on the board for a time, or to keep a growing Ust on a bulletin 
for frequent reference. 

Studying the Pictures 

It win be profitable to give one or more periods to the study of the 
pictures of each chapter. Each part of the earth that the pupils will visit 
by way of this book gives an opportunity to fix in mind a typical geograph- 
ical situation and the kind of life that has developed in it. The pictures 
are indispensable in understanding each type. They may be studied by 
the class together, working with the teacher, or as a review each pupil 
may discuss one, calling attention to significant details. 

Children enjoy making scrap books of pictures illustrating the subjects 
they are studying. 

Globes and Maps 

The globe should be used frequently. One with the fewest details is desir- 
able. A plain globe with blackboard surface is also very desirable. A 
globe with upright axis is much better than one with inclined axis. The 
inclination has no significance except when the astronomical relations of 
the earth and sun are being considered. 

The four photographs of a relief globe in this book will be found useful 
to supplement the globe. 

Pupils as well as teachers should use the blackboard frequently. On it 
the world can be represented by a circle and the fundamental facts of 
location can be shown on it. This is the natural way to begin map study. 

Maps should be used sparingly because they are distorted representa- 
tions of the earth. When the United States is being studied, a wall map 
should be at hand and used. 



TO TEACHERS ix 

This book gives constant incentive to the study of location, for it pro- 
vides a reason for it. Location is not here studied as an end, but as a means 
to understanding the story. Only the large, essential facts of location are 
referred to, but these are used again and again for a purpose. 

Home Geography 

It will be noted that home and foreign geography are everjrvvhere inter- 
related in this book. Much emphasis should be placed on this interrela- 
tion. At times the entire class may make a study of home conditions and 
situations that are suggested by a chapter. At other times, each pupil may 
take a different phase of a general subject. For instance, in comparing 
their own manners of life with those of another people, one pupil may 
tell about the food, another about the clothing, another about the travel- 
ing, etc. Again, if it is planned to write a letter to the children in another 
part of the world, let each choose one topic and write one paragraph only. 
A class letter might be made of paragraphs contributed by the pupils. 
Do not have lengthy written exercises. 

For Pupils' Study 

Questions and suggestions for study will be found at the close of each 
chapter. They are intended to help in the process of digestion of the 
thought of the text and to lead to further reading. They should not be 
assigned for independent study until they have been discussed in class. 
Other questions might be added and equally good ones substituted. The 
teacher should do both at her discretion. 

Suggestions might be made here for dramatizing, but there is no room to 
elaborate this. There are several situations that lend themselves to in- 
formal dramatic representation, as Nogasak's People Receiving the Stran- 
gers, Rubber Making, Story Telling Around the Fire, Story of the Jaboty, 
Story of the Brave Hawaiian Princess. 

Drawing and Construction 

The crayon and pencil should be used freely by teachers and pupils. 
Rough maps, sketches of houses, trees, implements, etc., outline copies of 
important features in the photographs, may all be made with pleasure 
and profit, if too high a standard of performance is not insisted upon. 
There are many things that the children can make, models of huts, imple- 
ments, etc. The sand-table may also be used to reproduce situations, 
such as the Eskimo village, a reindeer-country village, a Swiss mountain 
pasture, an oasis, etc. 



k 



X TO TEACHERS 

School Excursions 

It is hoped that the time may come when all schools will have the ad- 
vantage that those in St. Louis have, where the School Museum takes 
''the world to the school." In most large cities, however, the school may- 
go to the museum, and this should become an habitual practice. 

Excursions around home all may take. An occasional excursion of the 
entire class with the teacher is very profitable, if properly conducted. 
But there may be constant excursions taken by individuals with a view to 
answering some question raised by class discussion. These questions wiU 
be nimierous, if the teacher helps the pupils to see the significance of the 
text and pictures, if she encourages discussion and fosters the spirit of 
inquiry. 

Finally there are excursions among books, when pupils go to the school 
or public library with specific questions that books alone can answer or 
with a curiosity that books alone can satisfy. 



HOME LIFE AROUND THE WORLD 




Courtesy American Museum ofJSatural History , New York 

NORTH AND SOUTH AMERICA 

Important locations — The two continents; Atlantic Ocean; Pacific Ocean; Northern Ice Cap; 
Appalachian Mountains; Rocky Mountains; Andes Mountains; Mississippi River; Gulf of Mex- 
ico; Amazon River; New York City; city of Washington; home of the Esquimo dogs; Labrador; 
California; Equator. 



HOME LIFE ABOUND THE WORLD 



CHAPTER I 

A HOME ON THE ICE 

1. NoGASAK was a little Eskimo girl. She lived with 
her father, mother, and little brother in a village on the 
edge of the northern ice-cap. 
There were only fifteen fami- 
lies in the village, but in these 
there were other children so 
that Nogasak and her brother 
did not lack for playmates. 

2. The village was an odd- 
looking place. The houses 
were rounded mounds of snow 
about as tall as a man. They 
were huddled together in no 
particular order. Each fam- 
ily built its house where it 
pleased without regard to 
streets. There was really no 
need for streets in so small a 
village in a land of ice and 
snow. 




3. Besides, it was not so 



Courtesy American Museum of 
Natural History, New York 

AN ESKIMO GIRL 

This little girl is about Nogasak's age and 
looks very much like her. 



important where they built their houses as it is with us, 



2 HOME LIFE AROUND THE WORLD 

for they do not occupy them very long. When they 
have caught or frightened away the fish and seals in 
one place, they pack their furs, their kettles and lamps 
upon sleds. They harness the dogs to the sleds. The 
women put their babies on their backs. The men take 
their bows and arrows, their spears and hunting knives. 




Courtesy American Museum of Natural History, New York 

MAKING A SNOW HOUSE 

There are no trees where this picture was taken. That shows that it is very far north. 
Tell how a snow house is made. The man at the left is standing in the trench that will 
become the entrance to the house. How are the dogs kept from running away? 



Then, with a cry to the dogs and the snapping of the 
long whips, the whole village moves off to a new place 
where seals and fish are plenty. In a few hours the new 
houses are built and the families take possession. 

4. Nogasak's home was so far away in the North that 
strangers seldom visited it. For many, many miles in 
all directions nothing was to be seen but glistening ice 
and white snow, except where the blue waters of the 



A HOME ON THE ICE 3 

Arctic Ocean sparkled in the cold sunlight. In all the 
ten years of jS'ogasak's life she had never seen any 
one but her own family and neighbors. You may be 
sure that it was an exciting day for her and the other 
children, as well as for the grown people, when three 
strange men and a big sled drawn by a team of fine 
dogs were seen coming over the snow towards their 
little village. 

5. Eskimo children do not go to school, and they can- 
not read and write, but they can tell a story like other 
children. This is ]^rogasak's story of what happened the 
first day of the strangers' visit. 

nogasak's stoky 

6. " One bright winter day we children were watch- 
ing the men as they were cutting up a seal that had just 
been caught. All at once the dogs began to bark furi- 
ously. Most of the women were in the snow houses at 
the time, sewing together pieces of bear or seal skin for 
clothes or preparing the mid-day meal. They crawled 
out and we all stood about wondering what was disturb- 
ing the dogs. 

7. " It did not take us long to find out. Far off over 
the snow we could see coming towards us a sled piled 
high with bundles, drawn by six dogs. Walking by the 
sled were three strange looking men. 

8. " At first we thought they were spirits, for we had 
never seen any but our own people. But when they came 
near we were greatly relieved to discover that they were 



PIOME LIFE AROUND THE WORLD 



really men. By their actions it was evident that they 
were friendly. 

9. " When we learned that they had come from a warm 
comitry, many hundred miles to the south, to visit us, we 
all tried to make them welcome. Each one wanted them 
to stay at his house. But as we build our houses just 
large enough for the family, all were too small to ac- 
commodate them. So it was decided to build a special 
house for them. *• 

10. "While the house was being built by the men, our 
mothers were busy preparing food for the strangers. 

When the food was 
ready, the children j 
were sent to invite the 
men to dinner. One 
of them came to our 
house, much to our 
delight. 

11. "The man sat 
down on a pile of furs, 
and mother asked him 
if his feet were not damp. She pulled off his boots and 
hung them over the lamp to dry, as the lamp is the 
only fire we have. She hung up the damp socks with 
the boots and gave the man a pair of father's dry ones 
to put on. Mother found that his mittens had a hole in i 
them and she promised to mend it after dinner. Wej 
stood around ready to do what we could to make the 
visitor comfortable. 




Brown Brothers 



A POLAR BEAR 



A HOME ON THE ICE 5 

12. "Mother had cut up some seal meat and boiled it 
in a kettle. She cut off a i3iece with a copper knife. This 
copper knife is considered a great treasure in our fam- 
ily. It is made from a piece of copper that father found 
nailed to a stick of wood. The wood was part of a vessel 
that had been crushed somewhere in the ice. There are 
only two copper knives in our village. All the others are 
made of bone. 

13. " But, as I was saying, mother cut off a piece of 
seal meat and squeezed the water out of it with both 
hands, so it would not drip. The man took it in his hands 
and ate it with great relish. Mother then passed him a 
slice of raw fat and an ox-horn full of soup that she 
dipped from another kettle. 

14. " While the stranger was eating, mother sat on 
one side of him and father on the other side. There was 
just room left in the house for two children to stand on 
the floor, my brother and I. Our dogs poked their noses 
into the house from the passageway to watch what was 
going on and to get the bones that we threw to them. 
They had a bountiful meal. 

15. " Mother did not forget the neighbors. She cut 
off some nice pieces of meat and told my brother and 
me to carry them to some families in the village that had 
not been able to catch any seals. Soon children came 
from other houses with gifts of meat for the stranger, 
and with invitations to eat the next meal at their house. 
He was promised seal kidney and a whole seal flipper 
if he would go. We were sure such fine things to eat 
would tempt him. 



6 HOME LIFE AROUND THE WORLD 

16. " After dinner mother poured some oil into the 
lamp so it would not go out while we were away, and 
we all went to see the new house that the men had been 
building for the strangers. We found it was finished 
and ready to occupy. It had been built big enough to 
accommodate all the people in the village. Every one 
came to call on the strangers and to talk. They wanted 
to learn where the men had come from, why they had 
come, and all about the people among whom they 
lived. 

17. " The children gathered behind one of the houses 
and talked about the wonderful men. After we were tired 
of talking, we played with the puppies, and chased each 
other around the snow houses. The older boys had a 
shooting-match with bows and arrows. 

18. " Late in the afternoon I crawled into our house 
to take a rest. I found a piece of raw meat on the floor 
and lay down on the snow bench to eat it and take a 
nap. We can generally find some frozen pieces of raw 
meat or chunks of fat on the floor. These taste good 
when you are hungry. 

19. " In the evening there was to be a dance to cele- 
brate the coming of the strangers. A dozen young men 
put on their house-building clothes and mittens and 
with their snow-knives began to build a dance-house. 
Before night the big house was ready. All the grown 
people crawled in and sat around on the snow-platforms 
that had been covered with the soft fur skins of the seal, 
the bear, and the musk-ox. There was one musical in 



A HOME ON THE ICE 7 

strument, a drum. Each one danced alone, in turn. All 
the time the drum was sounding and those who could 
were singing. 

20. " The dancing continued till far into the night. 
When it was over, all the people went with the strangers 




Courtesy American Museum of Natural History, New York 

A COMPANY OF ESKIMOS 

How does the mother carry her baby? The bandage over the eyes of several of 
them is to protect their eyes from the glare of the white snow. What else shows that 
the sunlight hurts their eyes? 

from the dance-house to the house that had been built 
for them, and then scattered, each family to his own 
home. We crawled through the twenty-foot passage- 
way into our house. We found the oil-lamp burning 
as we had left it, and home seemed very snug and cozy. 
The dogs curled up in the passage. We rolled our- 
selves in the furs and lay down, some of us on the 
snow-platform and some on the floor. We were soon 
fast asleep." 



HOME LIFE AROUND THE WORLD 



FOR PUPILS' STUDY 



What is the northern ice-cap? 
Where is it? 

Draw a circle to represent the 
earth. Mark with your pencil the 
part covered by the northern ice- 
cap. 

Do people live on this ice-cap ? 
What are the people called who 
live along its edge ? 
Why did not Nogasak live in a 
house built of wood ? 
Why did not Nogasak's people 
have vegetables and bread to eat? 
Draw a picture of a snow house 
and tell how it is built. 
What different things do the Es- 
kimos eat who live on the edge 
of the ice-cap ? 

What kind of clothes do they 
wear? 

In paragraph 16 oil is mentioned. 
What kind of oil is it? What 
kind of oil do you burn at home ? 



11. What different things did the 
Eskimos do to show their good 
will to the strangers ? 

12. Read the sentences that show 
that they were kind to one 
another. 

13. How did the children in Noga- 
sak's village spend their time ? 

14. Why do you think Nogasak ought 
to be happy ? 

15. Write five questions that you 
would like to ask Nogasak if you 
should meet her. 

16. Write five questions that she 
would probably ask you about 
your home. 

17. Write Nogasak a short letter. 

18. Give one or more reasons why 
you would prefer to live where 
you do rather than on the edge 
of the ice-cap. 



CHAPTBE II 

AT THE NORTH POLE 

1. It was a cold winter's day. On the edge of the 
northern ice-cap, not far from the home of Nogasak, a 
company of men, dressed in fur, with two sleds each 
drawn by a team of Eskimo dogs, was going north 
over the ice. 

2. The sleds were loaded with cans of meat, con- 
densed milk, biscuit, tea, and solid alcohol; sleeping 



AT THE NORTH POLE 



bags, spare mittens and boots of fur; axes, snowshoes, 

and instruments of different kinds, some for measuring 

the depth of the water, if 

they should come to any 

open places in the ice, 

others for determining 

how cold it was, and yet 

others for finding out 

when they had actually 

reached the most northern 

point on the earth. 

3. A tall man was 
marching ahead. With 
stern face and with firm 
step he was leading the 
way straight to the north where no human being had 
ever been before. He could not be sure that he and his 
brave companions would ever return. This was Admiral 
Eobert E. Peary. 




ONE OF ADMIRAL PEARY'S DOGS 
This dog went to the North Pole. 




Courtesy American Museum of Natural History, New York 

ADMIRAL PEARY'S SLEDGE 

This sledge went to the North Pole. How are the parts held together? Why were 
not nails used? Name the different things you see on the sledge and tell what they 
were used for. Can you make a model of this sledge with your jackknife? 



10 



HOME LIFE AROUND THE WORLD 



4. Mr. Peary was an admiral in the United States 
]N'avy, but he had spent many years in these cold regions 
and he loved the snow, the ice and the freezing winds. 

This is what he says about 
them. 

"More than once I have 
come back from the great 
frozen spaces, battered and^, 
worn and baffled, sometimes 
maimed, telling myself that 
I had made my last journey 
thither. But somehow, it 
was never many months be- 
fore the old restless feeling 
came over me. I began to 
long for the battles with the 
ice and the gales, the hand- 
ful of odd but faithful Es- 
kimos who had been my 
friends for years, the silence 
and the great white lonely 
North. And back I went 
accordingly, time after time, 
until at last my dream of 
years came true." 

5. Admiral Peary's dreamt 
was to find the North Pole. He had many friends who 
wanted to help him make his dream come true. They 
built a vessel for him, called the Boosevelt, in honor of 




Brown Brothers 



ADMIRAL PEARY 

Where do you think he is standing? What 
has he in his hands? 



AT THE NOETH POLE 



11 



the man who was then President of the United States. 
In this he had sailed from ]N"ew York with the men 
whom he had selected to go with him. He had stopped 
along the way to take on board the Eskimos and the 
dogs that he needed. 
The Roosevelt had 
pushed its way as far 
north as it conld go 
and was now frozen 
fast in the ice at the 
edge of the ice-cap. 
Sled loads of food 
had been carried from 
the vessel and been 
buried in the snow 
where Admiral Peary 
could find it on his 
way back from the 
Pole. The strongest 
and most faithful 
dogs had been har- 
nessed to two sleds. 
Last of all the most 
trusted of his com- 
panions had been chosen to go with him. They had 
left behind the rest of the company, who were to stay 
in the Roosevelt until their return. 

6. Day after day Admiral Peary, his five companions 
and his sturdy dogs, traveled over the ice and snow. We 




Brown Brothers 



THE ROOSEVELT 



Starting from New York Harbor. The boat has sails 
and a smokestack. Why will they need steam power, if 
they have sails? Can you find anything in the picture 
that shows that the Roosevelt is an American vessel? 



12 HOME LIFE AROUND THE WORLD 

will not try to describe their adventures and hardships. 
At last they did reach the Pole. They were the first 
and only people who have ever been to the North Pole. 

7. What do yon suppose he found there ? I^othing 
but snow and ice stretching in all directions as far as 
the eye could see. There was nothing to show where 
the Pole is, but he could tell by his instruments that he 
was very near where it must be. This is what he has 
written about the place and what he did there. 

AT THE NORTH POLE 

8. " The N^orth Star was practically overhead. 

9. "East, west, and north had disappeared for us. 
Only one direction remained and that was south. 
Every breeze that could possibly blow^ upon us must be 
a south wind. 

10. " We planted five flags at the top of the world. 
The first one was a silk American flag which Mrs. 
Peary gave me fifteen years ago. That flag had done 
more traveling in the cold regions of the !North than 
any other ever made. I carried it wrapped about my 
body on all my trips. By the time it reached the Pole, 
therefore, it was somewhat worn and discolored. 

11. " After I had planted the American flag in the 
ice, I told the men to give three rousing cheers, which 
they did with the greatest enthusiasm." 

12. Admiral Peary then put into a bottle a piece of 
the flag with two notes, and left it in a crack of the ice. 
One of the notes reads : — 



i 



AT THE NORTH POLE 



13 



13, "90° North Latitude, North Pole, 

" April 6, 1909. 

"I have to-day hoisted the national ensign of the 
United States of America at this place, which my ob- 
servations indicate to be the North Polar axis of the 
earth, and have for- 
mally taken possession 
of the entire region in 
the name of the Presi- 
dent of the United 
States of America. 

14. "I leave this 
record and United 
States flag in posses- 
sion. 

" EoBEET E. Peary, 
" U.S. JSTavy.'' 



15. Now Admiral 
Peary and his com- 
panions mnst find their 
way back to the edge 
of the ice-cap where 
those whom they had 
left behind were wait- 
ing for them. South- 
ward they go over the 




Brown Brothers 

THE ROOSEVELT IN THE ICE 

The Roosevelt frozen into the ice wait- 
ing for Admiral Peary's return from the 
North Pole. 



snow, sometimes along the tracks they had recently 
made and at other times guided only by the stars and 



I 



14 HOME LIFE AEOUND THE WORLD 

their compass. One after the other they find the places 
where their food had been buried. Snowstorms often 
blind them and nearly cause them to lose their way. 
They climb over high ridges of snow and cross Avide 
cracks in the ice that lie in their pathway. But after 
days of toil and danger, they see in the distance the 
tall, slender masts of the Roosevelt rising out of the 
snow, and with shouts of joy they soon join their friends. 

FOR PUPILS' STUDY 

1. Who discovered the Korth Pole? 8. Why do not people or animals 

2. What did he find there ? or plants live at the North Pole? 

3. Kead again what Admiral Peary 9. Make a list of the new words you 
has written about it. have found in this chapter. Com- 

4. Write two or three questions pose sentences containing each 
suggested by Admiral Peary that of these words. 

you would like to have your 10. Trace on the globe or map Ad- 
teacher answer. miral Peary's journey from New 

5. Imagine that the American flag York to the North Pole. 

that Admiral Peary carried 11. Admiral Pearywanted very much 

around his body could talk. to find the North Pole. Have 

What story could it tell ? you ever wanted to do something 

6. How many years ago was the that was very difficult? Read par- 
North Pole found ? agraph 4 and tell M'hy the Ad- 

7. To what country does the North miral finally succeeded in doing 
Pole belong? what he wanted to do. 



CHAPTER III 

COLONEL, THE ESKIMO DOG 

1. He was born in a country called Labrador, some 
distance south of the northern ice-cap. It is warmer here 
than it is where Nogasak lives. The ground is not al- 



COLONEL, THE ESKIMO DOG 15 

ways covered with ice and snow. In July and August 
grass grows and dandelions, buttercups, and other bright- 
colored flowers. Strangely enough none of the flowers in 
these cold countries has any perfume. 

2. Of course the flowers and their lack of perfume 
were matters of no concern to Colonel, as they are to 
us, for he was a puppy. But he was very much inter- 
ested, when the bare earth appeared, to dig in it and 
bury bones in it. He dehghted, too, to chase the wild 
hares, to wander among the reindeer and to lie on the 
warm rocks in the sun and watch the birds flying over- 
head. Besides there were the mosquitoes that bothered 
him so much in the summer time ! They rose in clouds 
from the damp places left by the melting snow. They 
bit through his thick, fur-covered skin and tormented 
him cruelly. 

3. In many ways Colonel had a hard life. When he 
was very, very little the children played with him, but 
they had not been taught to treat animals gently, so he 
often was glad to escape from their games. The grown 
people did not want him around. They kicked and 
cuffed him and seldom spoke a kind word to him. He 
never Avas allowed to stay indoors summer or winter. 
"When rain and sleet were beating down on his back or 
the winter blizzard was bhnding him with snow, how he 
longed to creep into the hut where people seemed to be 
so comfortable ! 

4. But all these hardships compelled Colonel to learn 
how to take care of himself. When the freezing winds 



16 HOME LIFE AROUND THE WORLD 

blew from the north and deep snow covered the ground, 
he noticed that the older dogs dug deep holes in the 
snow and disappeared in them. One day he crept up 
to one of these holes and looked in. There at the 
bottom was a dog rolled up like a ball with his nose 
tucked under his bushy tail. Colonel went away and 
dug a hole for himself too and found that he could sleep 
there as comfortably as we do in our warm beds. It waS|. 
even more comfortable when the snow blew in and cov- 
ered him over like a blanket. If meat and bones were 
scarce, as they often were, if he had failed to catch a bird 
or a wild hare or to pull a fish out of the water with his 
paw, which he became very skillful in doing. Colonel 
learned to go hungry and not complain. He also learned 
that snow would quench his thirst as well as water. In 
winter he found that was a great advantage. 

5. So the weeks and months passed while Colonel was 
growing strong and wise, and the day came for him to 
be harnessed to a sled and to learn how to work with 
other dogs. He was quick to learn and ready to work, 
so he did not receive as many cuts with the stinging lash 
as the slower and less intelligent dogs did. His master 
saw very soon that he was going to be a remarkable 
dog, and that is why he was chosen to go across the 
Atlantic Ocean to Norway and from I^orway southward, 
almost halfway around the earth, to help find the South 
Pole. 



COLONEL HELPS TO FIND THE SOUTH POLE 17 



FOR PUPILS' STUDY 

1. Find Labrador on the globe. things in Colonel's life ? What 

2. Why is it warmer at Nogasak's were some of the unpleasant 
home than it is at the North Pole ? things ? 

3. Why is it warmer in Labrador 7. Read the parts of this chapter that 
than it is on the edge of the ice- tell how the people in Labrador 
cap ? live. 

4. Name some of the animals that 8. Tell an interesting story about 
are found in Labrador. Find in your own dog. 

your geography the names of other 9. Find some stories about dogs in 

animals not mentioned here. books at home or at the public li- 

5. Name some of the plants that brary. Read one or parts of one 
grow in Labrador. of these stories to the class. 

6. What were some of the pleasant 



CHAPTEE ly 

COLONEL HELPS TO FIND THE SOUTH POLE 

1. One day a ship sailed into the harbor of the little 
village where Colonel lived. He had seen other ships 
come during the short summer bringing from somewhere 
cloth, guns and ammunition, knives, iron tools, matches, 
flour, sugar, tea, and a variety of other things that the 
people in the village used. He had watched these same 
ships sail away carrying bundles of furs and dried fish, 
barrels of whale-oil and piles of whale-bone. He ought to 
have guessed that there was a big world beyond his own 
little harbor, but he probably thought nothing about it. 
He certainly did not suspect that he was soon to visit 
foreign lands and even go to the other side of the earth. 

2. So Colonel watched this particular ship, on this 
particular day, as he lay in a warm corner of the rocky 



18 



HOME LIFE AROUND THE WOELD 



shore, with the same sleepy interest with which he had 
watched other ships come and go. If he had known 

what was to happen, he 
sm^ely would have been 
wide awake and probably 
would have run away. 
Then this story could 
never have been told. 
But he didn't know, and 
this is what happened. 

3. There was a man 
named Captain Roald 
Amundsen who lived in a 
country in the northern 
part of Europe, called 
Norway. Like Admiral 
Peary he had spent much 
time in the cold re- 
gions of the north. When 
he learned that Admiral 
Peary had discovered the 
North Pole, he made up 
his mind to find the South 
Pole, if he could. To make 
the journey over the snow and ice of the southern ice- 
cap he too must have the help of Eskimo dogs. So he 
had sent this ship, that Colonel was watching as it sailed 
into his harbor, to carry back to Norway one hundred 
of the best dogs to be found in all Labrador. 




Underwood and Underwood 

CAPTAIN AMUNDSEN 



/ 



COLONEL HELPS TO FIND THE SOUTH POLE 19 

4. Although Colonel was not yet fully grown, he was 
selected with ninety-nine other dogs and put on board 
the ship. They sailed away eastward, across the Atlan- 
tic Ocean, until they came to N^orway. On the way they 
passed the island called Greenland, from whose shores 




SAILING ALONG THE SHORES OF NORWAY 
Notice the bare steep rocks and the beautiful waterfalls. 

huge icebergs break off every spring and float south- 
ward. They sailed by the little island called Iceland, 
and saw the clouds of steam that rise from its matny 
hot-springs. They went so near the Shetland Islands 
that they could see the tiny ponies scampering over the 
rocky hillsides. 

5. In due time they reached Norway and found an- 
other ship waiting for them. It was called the Fram. 
It had been built small and strong so that blocks of 



20 



HOME LIFE AKOUND THE WORLD 



floating ice might not break its sides and that it might 
not be crushed if it became frozen into an ice-pack. 

6. Clothes for hot weather and for cold weather had 
been put on board the Fram, and canned food, oil for 
lamps, matches, sleds, snow shoes, axes, guns, tents, in 




A HARBOR OF NORWAY 

In what particulars is this harbor different from any harbor that you know ? The 
men are drying fish on the rocks. 



fact, everything that would be needed on the long and 
dangerous journey. The cabin had been made tight and 
warm, and kennels had been built on the deck for the 
dogs. When all was ready, Colonel and the other dogs 
were put into their kennels and the ship set sail. 

7. The course of the ship was first westward and 
then southward over the Atlantic Ocean. This ocean is 
like a broad river between the four continents, North 






COLONEL HELPS TO FIND THE SOUTH POLE 21 

America and South America on the west, and Europe 
and Africa on the east. 

8. Each day, as they sailed southward across the 
North Temperate Zone, the air grew warmer. When they 
reached the Torrid Zone the men changed their woolen 
clothes for thin, cotton clothes. As they neared the 
Equator the heat became almost greater than they 
could bear. The dogs lay about the deck panting and 
longing for the cold, crisp air of their northern home- 
land. 

9. The stanch little Fram made its way safely through 
the Torrid Zone into the South Temperate Zone. The air 
began to grow cooler once more. Men and dogs be- 
came more comfortable, and the farther south they 
sailed the more cheerful they became. From the South 
Temperate Zone they sailed into the South Frigid Zone 
and felt the cold south winds blowing from the South 
Pole. Soon they met big cakes of ice that had broken 
away from the southern ice-cap, and in a few days the 
ice-cap itself could be seen like a long white line on 
the southern horizon. They were all glad when they 
felt the sides of the Fram scrape the solid ice and 
realized that their long sea voyage was at an end. 

10. iDuring the voyage Colonel had behaved as well 
as an Eskimo dog could in such strange surroundings. 
He had kind masters who fed him well, petted him, 
and let him select his own companions. He had his 
preferences. Some of the dogs he did not like at all, 
and for others he had not much liking. But there were 



22 



HOME LIFE AROUND THE WORLD 



two that he was so fond of that he was very unhappy 
away from them. 

11. How glad he was when he felt the cool, soft 
snow nnder his feet again. He rolled in it. He ate it. 

He barked and jumped 
about and became so 
excited that he began 
to fight all the other 
dogs. If his master had 
not stopped them he 
would have killed and 
eaten one of them, or 
they would have killed 
and eaten him. We 
must not blame him 
for this, for he was an 
Eskimo dog and that 
was his nature. 

12. The day had 
come on which they 
were to start for the 
South Pole. Colonel 
was chosen to be leader 
of one of the teams. He could be relied on to obey his 
master's voice, to keep the other dogs in his team at 
work, to pull hard, and to be steady in time of danger. 
13. Over the ice and snow^ they went, mile after i 
mile. They climbed over hills of ice, they jumped overj 
deep cracks, pulling the sled after them. They w^ere 




Brown Brothers 

COLONEL ON THE FRAM 

Colonel seems to be quite contented on board the 
ship. What shows that the Fram is sailing through a 
warm part of the ocean ? 



COLONEL HELPS TO FIND THE SOUTH POLE 23 

often hungry and so tired they could hardly keep on 
their feet. But led on by Colonel they kept to their task 
until they reached the Pole. Here, above their heads, 




Underwood and Underwood 



AT THE SOUTH POLE 



One of Captain Amundsen's companions and the sledge and team of dogs. Which 
one do you think is Colonel? To what country does the South Pole belong? What 
shows it in the picture? 

at night shone the bright stars of the Southern Cross, 
and all the winds that blew were north winds. 

14. Colonel watched while the flag of Norway was 
unfurled at the South Pole as the flag of our own coun- 
try had been unfurled at the North Pole. Captain 
Amundsen knew that he and his four companions could 
never have reached this place that no man had ever 



L 



24 HOME LIFE AROUND THE WORLD 

seen before, if it had not been for the help of Colonel 
and the other dogs. 

15. There were fifty-two dogs that started for the 
Pole from the edge of the ice-cap and only eleven re- 
turned. Some had died by the way from overwork. 
Some had strayed away and been lost. Some had fal- 
len into the cracks of ice and been dashed to pieces. 
But Colonel came back at the head of the faithful 
eleven, always the leader of the team. 

FOR PUPILS' STUDY 

This chapter has four parts. 3. On the globe show the journey 

The first part tells about the coming from Labrador to Norway. 

of the ship. 4. Draw a circle to represent the 

The second part tells about the jour- earth, (a) On this circle draw the 

ney to Norway. northern ice-cap and the southern 

The third tells about the long sail ice-cap. (b) Put a dot at the North 

from Norway to the southern ice- Pole and one at the South Pole. 

cap. (c) Draw a line half w^ay between 

The fourth tells about the finding of the poles to represent the Equator. 

the South Pole. (d) Read in your geography about 

1. Tell briefly the story in each part. the zones, (e) Draw a line show- 

2. What new words have you found ing the voyage of the Fram. 
in this chapter ? 



CHAPTEE V 

IN THE LAND OF THE REINDEER 

1. In the northern part of the continent of Europe, 
by the shores of the Arctic Ocean, dwell a people who 
are called Lapps. Their country is Lapland. 

2. Some of the Lapps live near the shore and get 



IN THE LAND OF THE KETNDEER 25 

their food from the sea. Others live among the moun- 
tains and get their food from the little gardens that they 
cultivate and from the forests where they hunt wild 
beasts. But most of them wander over the low plains 
that extend for hundreds of miles in these regions. 




Courtesy American Museum of Natural History , Neiv York 

IN LAPLAND — A SUMMER PASTURE 

How is this house built? Make one like it on the sand table. Where are the 
windows? Find the herd of reindeer. 

3. Those who live by the shore and in the mountains 
build houses of boards, as we do; or, if they are too 
poor to buy boards, they build huts of logs, of stones, 
and of mud and turf. But those who dwell on the plains 
make their homes in tents that they move from place to 
place, and they spend all their time caring for reindeer. 

4. Nature has made it impossible, as we have seen, 
for people to live near the Poles. It seems, also, that 



26 HOME LIFE AKOUNB THE WORLD 

this wild country, Lapland, was not intended to be a 
home for human beings, because, during the short sum- 
mers the ground is a damp meadow, and the air swarms 
with poisonous flies and mosquitoes: while in the long, 
cold winter, snow covers everything like a thick blanket. 
But in the widely extending meadow-lands a kind of 
moss grows in great abundance that reindeer prefer to 
all other kinds of food. 

5. I^ature has not only provided food for the rein- 
deer, but has specially fitted him to live in just this kind 
of place. He quenches his thirst with snow when ice 
covers the water. He has long horns to protect himself 
from his enemies, the wild beasts. His feet are so made 
that they spread out when he walks on soft, spongy 
ground or on snow, so that he does not sink down into 
it. His spreading feet are useful also when he wants to 
swim in the water. 

6. But he would starve to death in winter, if his feet 
were not provided with a hard, horny covering. This 
covering is so sharp that he can cut through the thin 
crust that often forms over the snow. Having broken 
through the crust, he digs down through the deep snow 
to the moss beneath, as a dog or cat digs a hole in the 
ground. 

7. So we find that people do live here, and very hap- 
pily too, for they know how to tame and how to care 
for and use the reindeer. 

8. In this land of the reindeer a baby was born whom 
his parents named Nils. His father was a rich man, for 



IN THE LAND OF THE REINDEER 27 

he owned a thousand reindeer. As is the custom in that 
country, a baby deer was given to Nils on the very day 
he was born. Now that he had grown to be quite a lad, 
he had more than fifty deer that he could call his own. 

9. Nils had spent most of his short life among the 
deer. He had played with the young ones when he was 









^^^ 








k MiWB 




•■-^.--■"5- -.. 


: ../:-•»;-«. -:.r. JR 


B^^ .m^r i/)^B^B^B^^^^^BI 


uM 


tMl|i|MBI|tt^ 


Pf'^a 


BJjjjj^B 


■1 


PbP^h^ 


miJ 




■K 


6am, 


"«■»«»%.,. 


*^' '^^^H 



Brown Brothers 



MILKING REINDEER 



How do you learn from this picture that the reindeer is a rather small animal? 
How tall is it? 



little. As he grew larger and stronger he went to the 
pastures with his sisters at milking time. Each deer was 
held by a lasso while it was being milked. Nils felt very 
important the first time that the lasso was put into his 
hands. The deer were generally very gentle and seldom 
tried to get away. 

10. He enjoyed watching his sister squeeze the stream 



28 HOME LIFE AROUND THE WORLD 

of milk into the little cup. When the cup was nearly full 
she would pour it into the keg with its sliding cover, or 
into a reindeer bladder for the men to take with them 
when they went to guard the herds. 

11. It did not take long to milk one deer for each 
gave less than a pint. But the milk was so thick that it 
must be watered before it was drunk. 

12. After the milking, Nils would return home and 
help make butter or, more often, cheese. Some of this 
was eaten at home and some was sent to the city to ex- 
change for coffee, sugar, and cloth for summer clothes. 

13. When Nils was older he went with the men to 
learn how to tend the herds. One man and a dog must 
always be with the reindeer, day and night, to keep 
them from wandering too far, and to drive off the 
wolves. Sometimes, when there was a rain storm or a 
snow storm, it was very hard work to tramp around all 
night; but, no matter how fiercely the storm raged or 
how bitter the cold, the deer must be guarded. 

14. It was a sad trial at first to Nils to help kill the 
deer. But this had to be done once in a while, because 
the family must have the meat for food and the skins 
for winter clothing. 

15. After the skins were prepared, they were made 
into coats, trousers, caps, boots, and mittens. The fur 
was shaved from the skins which were to be made into 
under garments. Long strips of the toughest parts were 
cut for harnesses. 

16. Some of the skins must be set aside for blankets 



IN THE LAND OF THE REINDEER 



29 



to sleep ill during the winter, and others were put in a 
pile to sell to traders. 

17. A part of JN'ils' work was to make thread out of 
the tendons of the reindeer. The tendons are the hard 
cords that grow at the 
ankles. When these were 
dried, Nils was able to 
pull them apart into fine 
threads. The women used 
these threads instead of 




LAPP LAUGHTER 



silk and cotton. 

18. The horns and bones 
of the reindeer, Nils 
learned to fashion into 
knives and knife-handles, 
spoons, cups, scoops, and 
small tools of various 
kinds. The hoofs were 
put away to send to the city, where they were made 
into glue. 

19. But Nils liked best of all to watch the men and 
women harness the reindeer into the sleds and ride off 
over the snow. He longed for the time to come when 
he could drive too. He shall tell his own story of his 
first ride. 



nils' first ride 
20. "You may imagine that I was wild with joy, al- 
though I tried not to show it, when father said one day^ 



30 HOME LIFE AKOUND THE WORLD 

^ NilSj you may go to the herd and catch the deer that 
we have been training for you. We will see what luck 
you will have driving him.' 

21. "I put on my snowshoes, for the snow was soft 
and deep, and started off on the run to the herd which 
was four miles away. 

22. "When I reached the place where I knew the 
herd was, I found the deer almost buried out of sight in 
the snow. About all I could see was hundreds of little 
tails wagging above the surface. Of course I knew these 
were the tails of the deer and that they had dug them- 
selves into the snow to find the moss. I had seen them 
this way very often, but I can never help laughing at 
the sight. 

23. " I was so eager that I did not notice where I was 
going and fell into one of the holes, and had a hard 
struggle climbing out. The noise I made caused some 
of the deer to scramble out too, and I soon found the 
one I was after. 

24. " It did not take long to cast the lasso over his 
horns. He came along quietly enough, and we soon 
reached home. 

25. " I put the collar around his neck. Then I took 
the long strip of deerskin, fastened one end to the collar, , 
ran it between his front legs and between his hind legs, 
and tied the other end to the ring in the front end of the 
sled. 

26. "Father held the deer so he could n't run away. 

27. " I next tied another long strip of deerskin to his 



IN THE LAND OF THE REINDEER 



31 




Courtesy American Museum of Katural History, iS'ew York 
A WINTER PASTURE 
How do the reindeer find their food in winter ? 



horns. This was to drive with. When you throw it over 
the left side, the deer stops. "When it is on the right side, 
he goes faster. The other end I wound around my right 
hand and got into the sled. 



32 



HOME LIFE AROUND THE WORLD 



28. " Father let go of the deer and in a flash we were off. 

29. " A reindeer sled is like a small boat on runners 
and it tips very easily. As this was my first ride alone, 
over I went before we had gone far. I had been in too 
much of a hurry when I fastened the rein about my hand 




A SUMMER HOME IN LAPLAND 
Make a tent like this on the sand table. 



SO it became unfastened after I had been pulled through 
the snow for a short distance. This released the deer 
and he was soon out of sight. 

30. " My older sister is a very skillful driver. She had 
expected the very thing that happened, and was ready 
with her own reindeer to start in pursuit. After a while 
she appeared in the distance returning with my deer and | 



IN THE LAND OF THE REINDEER 33 

sled. You may be sure that next time I fastened the rein 
tight about my hand so that, if I tipped over, the deer 
could not get away. 

31. "I had to try many times before I could drive the 
best of our deer, for some of them are very swift and at 
times headstrong. But there is no fun equal to that of 
riding over the snow behind a deer that travels fifteen 
miles an hour, and carries you a hundred miles a day." 

FOR PUPILS' STUDY 

1. Find on the globe the home of the 7. What do the Lapps have to sell ? 
Lapps. What do they need to buy ? What 

2. In what continent is it ? do the farmers that you know 

3. Is there a country near there that have to sell? What do they need 
you have read about in the previ- to buy? 

ous chapter ? 8. Why do you suppose the Lapps do 

4. In what direction is it from your not put their reindeer in barns at 
own home ? Across what ocean night, and why do they not put 
must you sail to reach it ? fences around the pastures ? 

5. What makes a man wealthy in 9. Describe for Nils some exciting 
our country ? What makes him adventure you have had — a 
wealthy in Lapland ? sleigh ride ; an automobile ride ; 

6. What makes Lapland a good a ride on a load of hay; har- 
place for reindeer ? Read in your nessing a colt, etc. 
geography, or other books, about 10. Which do you think is more use- 
reindeer in Alaska ; in Labrador ; f ul, the Eskimo dog or the rein- 
in Siberia. deer? 



CHAPTEE yi 

A COUNTRY OF MOUNTAIN PASTURES 

1. To reach this wonderful country about which we 
are now to read we must go to one of the large seaports 
on the eastern coast of our own land. Here are steamers 




Cowrtesy American Mvseum of Natural History, New York 



EUROPE, AFRICA, AND ASIA 

Important locations — The three continents; Atlantic Ocean; Indian Ocean; Northern Ice Cap; 
British Isles; France; Alps Mountains; Mediterranean Sea; Sahara Desert; home of the rein- 
deer; home of the camel; home of the elephant; Equator. 



A COUNTRY OF MOUNTAIN PASTURES 35 

that will take us across the Atlantic Ocean to the north- 
ern shore of France. This is the same continent in which 
the Lapps and their reindeer live. But instead of going 
north towards Norway and Lapland, we will take a train 
that carries us southward to the middle of the continent. 



L 


4 


nil 


r 


^ 




^'' 


''■'^^^ 











A PASTURE HUT 

Notice the stones that hold down the roof. The mountain in the background is the 
Jungfrau. What does Jungfrau mean? 



Here is a very, very small country, packed full of tall 
mountains that rise like church spires, some of them so 
high that their tops are always covered with snow. 
These mountains are called the Alps and the country is 
Switzerland, the home of the Swiss people. 

2. The Swiss people love Switzerland as we love 
our own country, as Nogasak loves the wide stretches 
of snow and ice around her home, and as Nils loves 



36 HOME LIFE AEOUND THE WORLD 

the moss-covered plains in the land of the reindeer. 
This is a part of one of the songs that is sung in 
Switzerland: — 

3c SWISS HOME LAND 

O Switzerland, my home land, 
What can more fair be seen? 
The snow-tops shine in the glow of the sun , 
Where else can be found such a garland of mountains ? 
All hail! All hail! All hail! 

4. Mothers and little sisters often put the babies to 
sleep with this lullaby of the pastures. 

SWISS LULLABY 

Sleep, baby, sleep : 

Your father tends the sheep ; 

Your mother shakes the branches small. 

Whence happy dreams in showers fall ; 

Sleep, baby, sleep. 

Sleep, baby, sleep : 

The sky is full of sheep ; 

The stars the lambs of heaven are, 

For whom the shepherd moon doth care ; 

Sleep, baby, sleep. 

Sleep, baby, sleep : 

I '11 give you then a sheep 

With pretty bells, and you shall play 

And frolic with him all the day : 

Sleep, baby, sleep. 

Sleep, baby, sleep : 

And do not bleat like sheep, 

Or else the shepherd's dog will bite 

My naughty, little crying spright : 

Sleep, baby, sleep. 



A COUNTRY OF MOUNTAIN PASTURES 37 

Sleep, baby, sleep, 
Begone, and watch the sheep. 
You naughty little dog ! Begone, 
And do not wake my little one : 
Sleep, baby, sleep. 

5. Because they love their mountains so much, we 
shall not be surprised to find that they have given some 
of them human names. One that seems to have on its 




THE MATTERHORN 

This is the grandest of all the Alps Mountains. The little river flows from the 
melting glaciers on the mountain-sides. The village on the right has hotels for 
travelers. Note the steep mountain behind the village. The farms are on the 
left. How many groups of farm buildings can you see ? 

top a priest's hood, they have called The Monk. An- 
other, that suggests a proud and haughty woman, they 
have named Rigi, which means The Queen. To one that 
is particularly beautiful and beloved, they have given 
the name Jungfrait, or The Young Maiden. 

6. This is the land where William Tell lived long ago. 



38 



HOME LIFE AROUND THE WORLD 



Every Swiss boy and girl knows the story of this 
hero; how he refused to bow to the hat of the cruel ty- 
rant who ruled his country; how, as a punishment, the 
tyrant commanded him to shoot an apple with his bow 

and arrow from the head of 
his little son; how the arrow 
pierced the middle of the apple 
without harming the boy; and 
how he escaped and afterward * 
drove the tyrant from his coun- 
try. 

7. Here were born those 
brave men who died rather 
than desert the French king 
whom they had promised to 
defend. Li the side of one of 
the mountains a dying lion 
has been carved to recall their 
courage and faithfulness. 

8. Here, too, we may visit 
the monks who have devoted 
their lives to caring for trav- 
elers who lose their way among the mountains. Their 
noble St. Bernard dogs go out in all kinds of weather 
and bring back to the care of the monks those who are 
dying of hunger and cold. 

9. So the Swiss people, strong and brave, and inspired 
by the story of those who have died for their country in 
the past, are ready at any time to give up their own lives 




WILLIAM TELL AND HIS SON 

Over his shoulder Tell carries the 
crossbow with which he shot the apple 
from his son's head. Father and son are 
walking over the rocks of their moun- 
tain country and a beautiful view of 
their home land is seen behind them. 



A COUNTRY OF MOUNTAIN PASTURES 



39 



to keep it. This is one of the songs that the children learn 
at school and that is often heard among the mountains, 
sung by some shepherd boy as he watches his sheep. 




THE LION OF LUCERNE 

The lion represents the strength and courage of the Swiss people. The shield, spear, 
and battle-axe indicate that these people are ready to fight for what is right. The 
lion has been killed by the spear broken off in his side. The Swiss Guard, whom 
this monument honors, was killed defending the King of France in the French 
Revolution. 



10. 



I. 



SWISS SONG OF FREEDOM 

To me belong these rocks, to me this stony soil ; 
Here I walk with a firm foot. 
For this is the land of my fathers, 
And for it I owe nothing to any man. 



40 HOME LIFE AROUND THE WORLD 

These fields and these pastures, 

To me alone they belong ; 

As a free citizen I exercise here my rights, 

I am king over all that I own. 

Free I came into the world, 
Free I have labored for my daily bread, 
Free, too, I sleep under the eternal stars, 
And free will I end my days. 

11. But in a land of steep mountains and of glaciers 
there are many dangers. Rocks are always tumbling 
down the mountain sides. The roar of mountain tor- 
rents and the grinding and groaning of the slipping 
glaciers never ceases. Many of the cottages on the 
mountain sides, and many of the villages in the valleys, 
are ever in danger of being crushed or buried by ava- 
lanches of earth, as a part of the village of Elm was not 
many years ago. 

THE AVALANCHE AT ELM 

12. On the side of one of the high, steep mountains 
of Switzerland rests the little village of Elm. 

13. In September, 1881, heavy rains had been falling 
for several days. Large rocks were loosened by the 
water far up the mountain, and they began falling into 
the valley. As they did no damage, the people paid 
little attention to them. 

14. But one Sunday morning, while the people of the 
village were getting ready to go to church, the moun- 
tain began to rumble and groan. It seemed to have 
become alive. 



A COUNTRY OF MOUNTAIN PASTURES 41 

15. The children were full of excitement. They were 
eager to climb up the mountain to see what was hap- 
pening. 

16. Suddenly, without a moment's warning, a great 




A HOTEL AMONG THE GLACIERS 

It is in a country like this that the St. Bernard dogs live. They go out 
over the snow in winter to hunt for lost travelers. 



42 HOME LIFE AROUND THE WOELD 

mass of rocks, earth, and trees fell with a crash into the 
valley. Then a larger mass fell, filling the air with dust. 

17. Before the people could recover from their sur- 
prise and terror, the whole upper part of the mountain- 
side began to move. Then it shot out into the air and 
across the valley as an angry beast leaps on its prey. It 
struck the opposite mountain and slid down its side 
destroying everything in its path. ^ 

18. Following the roar of the fall there was quiet for 
a few moments. Then there went up a great cry from 
all the valley, for many homes, many fields of ripe grain, 
many sheep and cattle, and many men, women, and chil- 
dren had been buried. 

19. With such dangers surrounding them, we do not 
wonder that the little children are accustomed to offer 
this evening prayer : — 

20. " Look kindly down, when we are sunk in sleep, 

And guard our roof." 

21. Yet the mountains are not always and every- 
where cruel. There are many beautiful lakes on whose 
shores large cities are built. There are broad fields in 
the valleys through which run laughing streams of 
water. The lower parts of the mountains are clothed 
with forests. And the glaciers, ever sliding downward 
into the warm valleys, melt and send their waters to 
feed the great rivers of Europe. ' 

22. And on the mountain-sides are the wonderful 
mountain pastures, where in summer time the people 
take their cows and goats and pigs. Wherever there is 



A COUNTRY OF MOUNTAIN PASTURES 43 



a shelf of rock on which soil can gather, wherever there 
is a spot, big or little, where grass can grow, there will 
be found a pasture that in summer time is covered with 



I 




A MOUNTAIN PASTURE 
Note the fir trees, the bare mountain-top, and the glaciers. 



44 HOME LIFE AROUND THE WORLD 

long, juicy grass that cows and sheep and goats like so 
much. Here, too, in summer are bright-colored flowers, 
fragrant strawberries, and beautiful butterflies. 

23* Some of these pastures are very small and the 
paths to them are so steep and rocky that even goats 
cannot climb to them. But men reach them with the \ 
help of their mountain sticks and cut the grass for win- 
ter food for the cattle. They carry it home in bundles aj 
on their backs or throw it down where women and chil- 
dren can gather it up. 

24. In the language of the people of Switzerland, 
their pastures are called alps, and there are so many of 
them that the mountains themselves are called the Alps 
Mountains, that is, the pasture mountains, 

25. Among these mountain pastures lived Nicholas 
and Gretchen, about whom we shall read in the next 
chapter. 

FOR PUPILS' STUDY 

:' 1. Find Switzerland on the globe. 6. Find the story of the " Swiss 

2. What large city in the United Guards " and tell it to the class. 
States, on the shore of the Atlan- 7. In what particulars is Switzer- 
tic Ocean, is nearest to your land different from the part of 
home ? the country where you live ? 

3. In what direction from this city 8. Why are the mountains of Swit- 
must you sail to reach Europe ? zerland called the Alps ? 

4. What in this chapter leads you 9. Read to the class the poem you 
to think the Swiss people love to like best. 

sing? 10. On the sand table make some 

5. Find the story of William Tell mountains that are like the Alps. 
in some book and tell it to the Draw similar ones on paper or 
class. the blackboard. 



IN THE MOUNTAIN PASTURES 



45 



CHAPTEE VII 

IN THE MOUNTAIN PASTURES WITH NICHOLAS AND 
GRETCHEN 

1. On the steep, rocky side of one of the Alps a 
Mountaineer once built his cottage. Across the valley 
could be seen a white river of ice slowly creeping down- 



.:m-i9i 


n^ 


i 




PiiMB^^^ 


^m 


^M 


w^kb '-^^^ 




^3^l?fefe*v^-®^ 


mm 


I _J 


m^m 


m 


- 



FARMHOUSES IN A SWISS VILLAGE 



The farm animals are kept under the living rooms in winter. 
on the outside of the houses. 



All the stairways are 



wards from the cold mountain-top. Not far from the 
cottage flowed a roaring, mountain torrent. 

2. Here lived Nicholas and Gretchen. All winter they 
had walked down the steep road to the village to attend 
school. Before and after school Nicholas had helped 
gather firewood from the neighboring forest. He had 



46 



HOME LIFE AROUND THE WORLD 




done his share of feeding and caring for the cows and 
sheep and goats, and in the long winter evenings he had 
learned how to carve pretty things out of wood, Gret- 
chen, too, had helped in the work about the house 

and had knitted several 
yards of beautiful lace 
to be sold in the city. 
3. Before they quite 
realized it, spring had 
come. The snow was 
melting around the 
house. The first flow- 
ers were appearing 
through the brown 
grass. The animals 
were sniffing the air 
from the mountains as 
if they smelled the 
fragrant grass and the flowering herbs that waited for 
them in the pastures. And, when the sun beg-an to 
shine into the valley early in the morning, the roosters 
and hens and pigs, that occupied the room directly 
under where the children lay in bed, became so noisy 
with their crowing and cackling and grunting that there 
was no use trying to sleep. 

4. All these were signs of spring, and the day was at 
hand when ]^icholas was to go with the herdsmen to 
drive the animals to their summer pastures. Gretchen 
was to stay at home to attend school a while longer and 



MAKING LACE BY THE ROADSIDE 

This is a picture of one of the busy little girls in 
Switzerland. Probably her father and brothers are 
away in the mountain pastures. How do you know 
that this picture was taken in the summer time? 



IN THE MOUNTAIN PASTURES 47 

then to help gather the hay in the meadows and care 
for the garden. 

5. Nicholas and Gretchen knew how to write and 
they agreed to exchange letters while they were sepa- 
rated. Two letters have been selected for you to read. 
They will show you how many of the children in Swit- 
zerland spend their summer, and they will help jou 
understand how important the mountain pastures are in 
this country. 

"July 1,1914. 

" Dear sister Gretchen : — 

6. "I wish you could be with me to-day. The snow 
tops of the mountains shine in the sunlight. The air 
is so clear that I can see across the valley w^here other 
herders are tending their cattle, and I can hear them 
shout and sing and blow their alp-horns. 

7. " The pasture where we are is about halfway up 
the mountain. The grass is very plentiful and juicy this 
summer, and the animals are all in fine condition. 

8. " I will tell you how I spend my time here, and 
you will see that I am not lazy. One day is about like 
another, whether it rains or shines, and so, if I tell you 
about yesterday, you will know what I do every day. 

9. " Our hut is one large room with a big fireplace. 
It is made of logs and rough boards, and the roof is kept 
from blowing away by the heavy stones we put on it. 
In stormy weather the wind and rain come in through 
the cracks, but by bed-time we are tired enough to lie 



48 



HOME LIFE AKOUND THE WOKLD 



down on the soft sheep skins and sleep soundly what- 
ever the weather. 

10. "In the morning we are up at sunrise. We must 
first milk the cows and the goats. As there are a hun- 
dred cows and twenty goats, this takes some time. 




A PASTURE ON THE MOUNTAIN-SIDE 

Find the glacier in the background. 



When it is done, we are ready for breakfast with a 
good appetite, I assure you. 

11. " The animals are now driven out to feed in the 
pasture. They seem to like best the grass and the sweet 
flowering plants that grow close to the glaciers. One 
must watch the sheep and cows to see that they do not 
wander too near the steep rocks and fall off. 

12. " The rest of us spend the day taking care of the 



IN THE MOUNTAIN PASTURES 49 

four children of the milk, as we call them. You know 
what these four children are — butter, whey, cheese, 
and pigs. Pigs are the fourth child of milk because they 
drink all that is left after butter, whey, and cheese have 
been made from it. 

13. " So we put some of the milk into the churn that 
looks much like a big barrel. It is connected by a beam 
with a water wheel set in the swift stream that flows 
near our hut. This stream comes from the glacier. It 
supplies us with water to drink and it also churns our 
butter. 

14. " We take the rest of our milk and make it into 
cheese. We shall have hundreds of pounds of butter 
and hundreds of cheeses to divide among the herdsmen 
at the end of the season. 

15. " We do not neglect the pigs. They must be fed 
and watched too, or they will wander off and be lost, or 
fall over the steep rocks and be killed. 

16. " At evening the cows come back from the pas- 
tures to eat the salt they find ready for them, to be milked, 
and to lie down for the night near the hut. 

17. " In this way the days have gone by and now it 
is time to send the goats to the highest pastures near 
the top of the mountain. The way up there is very steep 
and the pastures are dangerous for any but the goats, 
so the cows and sheep will remain here. But the grass 
on these high pastures is so sweet and fattening that 
the goats go there for a month each year. By the first of 
August the snow and the cold will drive them down to 



50 HOME LIFE AROUND THE WORLD 

this pasture again, and then, in a few weeks, we shall 
all be going back home for the winter. I am already 
beginning to wish that that time had come. But it is 
glorious up here and we often sing : — 

18. "the song of the herdsman 

" No life like the herdsman's, so lusty and fair, 
Breathing, enjoying the sweet mountain air ; 
With the sun in the morning he rises and swells 
With joy as he hears the gentle cow-bells. 
And sounds he his alp-horn, its music is borne 
Away down the valley on the wings of the morn ; 
He feels such accord with nature around. 
It seems in the Alp alone gladness is found. 

" Your affectionate brother, 

" ISTlCHOLAS." 

19. " September 1, 1914. 

" Dear Nicholas : — 

" It is almost time for you to come back home. We 
shall be so glad to welcome you, and are already mak- 
ing plans for the festival in honor of the return of the 
cattle and herdsmen. It will be as gay as the day last 
May when you went away to the pasture. 

20. " You remember that day, do you not ? All the 
cows in the village were brought together, a hundred 
of them, and fifty sheep and twenty goats, besides the 
pigs. We put wreaths of flowers around the necks of the 
cows, and all the men and women and children wore 
their best clothes and carried flowers and banners. 

21. " Then old Melchior, the head herdsman, led the 
queen cow with her bell tinkling at every step and all 



IN THE MOUNTAIN PASTURES 



51 



the rest followed. The little cart piled high with pro- 
visions, bedding, and kettles, drawn by the horse, came 
slowly after. How we shouted and sang as we followed 
you part way up the mountain. And now you will all 
be back in a few days. 




A DAIRY FESTIVAL 

The Swiss people have many festivals. At some they have shooting-matches, 
wrestling, throwing stones, singing, dancing, contests in playing the Alpine horn, and 
in winter all kinds of winter sports. This is a picture of the festival in honor of the 
cows, which are so useful in Switzerland. 



22. "But you must not think I have been idle all 
summer. Since school closed I have worked every day 
in the garden. You will see a fine pile of potatoes and 
vegetables when you get home. When the hay was ripe 
on the mountain-side, father took his scythe every pleas- 
ant morning and climbed up where the best grass was 
growing. As he swung his scythe over the side of the 



52 HOME LIFE AROUND THE WORLD 

steep rocks, bunches of fragrant grass came tumbling 
down where mother and I were waiting to receive them. 
We spread the grass out to dry and towards night 
heaped it together into two piles, one pile mother put 
on her head and the other I put on mine, and so we 
brought it home. In this way we have harvested enough 
hay to feed our cows and sheep and goats all winter. 

23. " Then there have been wild strawberries to pick 
and carry to market, and on stormy days and in the * 
evenings mother and I have woven cloth out of the 
sheep's wool and goat's hair, and have made the cloth j 
into warm blankets and clothes for us to wear in the 
winter. 

24. " But you shall see all that we have done when 
you come home. Please come soon. 

" Your affectionate sister, 

" Gretchen." 

FOR PUPILS' STUDY 

1. How did Nicholas and Gretchen you ever eaten a piece of Swiss 
spend their time during the win- cheese? Ask your grocer to show 
ter? you a piece. 

2. What are the signs of spring 4. When does winter begin near the 
around the home of Mcholas and top of the Alps Mountains? When 
Gretchen? What are the signs of does it begin halfway up the 
spring around your home ? mountains? When does it begin in 

3. In what kind of a house does the valley ? 

Nicholas live in the summer? How 5. If you should meet Gretchen, what 

does he spend his time? What is could you tell her about your own 

the most interesting thing he does? summer vacation that would in- 

How is butter made in Switzer- terest her ? What does she do that 

land? How is cheese made ? Have ^ you could not do ? 



TO THE HOME OF AHMED 



53 



CHAPTEE VIII 

TO THE HOME OF AHMED, SON^ OF THE DESERT 

1. Ahmed is a Mohammedan boy. He lives far out 
in the Desert of Sahara, on a little green spot, called an 
oasis. Beyond the narrow circle of the few farms and 
the one village of this 
oasis, there stretch, as 
far as he can see, noth- 
ing but brown sand 
and the blue sky. 

2. Before we visit 
Ahmed we shall want 
to know in what part 
of the world this des- 
ert home is. "We may 
find it by traveling 
south from the home 
of Nicholas and Gret- 
chen, across the Med- 
iterranean Sea, to the 
northern part of the 
continent of Africa. 

3. We have come 
to the edge of the Torrid Zone or hot belt that extends 
around the middle of the earth. It was while saihng 
across this zone, on his way to the South Pole, that 
Colonel suffered so much from the heat. 




A SON OF THE DESERT AND HIS FATHER 



54 HOME LIFE AROUND THE WORLD 

4. From one of the large cities on the coast of Africa 
we take a train that will carry us across a beautiful fer- 
tile country to the mountains that we saw in the dis- 
tance when we were sailing towards the shore. It is 
hard to believe that behind these mountains, covered 
with vineyards, orchards, and forests, is hidden the 
largest desert in all the world. 

5. Through this wall of mountains surrounding the 
desert rivers have cut narrow valleys here and there. 
These are called the gateways to the desert. The one 
through which we pass is the most beautiful of them 
all. Shrubs, grass, and flowers grow on the river banks. 
The songs of birds fill the air. It seems like fairyland. 

6. But we go around a bend in the valley and the 
desert lies before us. At our feet, to be sure, is a car- 
pet of green grass, sprinkled with bright-colored flow- 
ers; but a little way beyond, the river is swallowed up 
in an ocean of sand on which only bunches of sage and 
thorn bushes struggle for life. This desert covers as 
much of the earth's surface as our own great country, 
the United States. 

7. The sand seems to be creeping towards us. It 
seems to say, " We shall cover you up. We shall cover 
you up." And that is what it is trying to do to every- 
thing it can reach. Everywhere in the desert the strug- 
gle is going on between the sand and all living things. 
It even tries to climb up the sides of the mountains and 
to reach the fertile fields beyond. It would certainly 
overcome us and bury us if we tried to go into the 



TO THE HOME OF AHMED 55 

desert on foot. Our safe way is to go on the back of 
the desert animal, the camel. He is sometimes called 
" the ship of the desert." He will bear us safely over 
this ocean of sand. 

8. But we should not travel alone. The way is long: 
there are neither roads nor signposts, and there are dan- 



HOLDING BACK THE SAND 

The wall of clay is built to keep the sand from creeping into the oasis. 

gers. We must join a caravan, a company of travelers, 
if we would go comfortably and safely. "While we are 
waiting for the caravan, we may spend the time listen- 
ing to the story of this strange animal that nature has 
given to the desert people. 

THE STORY OF THE CAMEL 

9. The camel belongs to the desert as the Eskimo 
dog belongs to the Arctic regions, and as the reindeer 



56 



HOME LIFE AEOUND THE WOKLD 



belongs to the moss-covered marshes of the north- 
lands. 

10. How awkward and homely he is, standing there 
on his long crooked legs. He has a big hump on the 
top of his body. His neck is long and thin. His face 
does not look very intelligent or friendly. If you pat 




A CAMEL 

The camel that is standing has one leg tied so that he cannot wander away. 
Notice the long legs and large feet, the shaggy hair, and the solemn stern face. 
The camel on the right is ready to receive his load. 



him he suddenly turns his face towards you, utters an 
angry bellowing sound and shows his teeth, as much as 
to say, " Let me alone ! " In fact, that is just what he 
means. The people of the desert never try to make a 
pet of him. 

11. But the very things that make him appear ugly 
are the things that are most useful to him. With his 
long legs he strides mile after mile through the soft. 






TO THE HOME OF AHMED 57 

yielding sand. His big feet are like rubber pads that 
spread out and keep him from sinking into it. In his 
hmnp he stores up nourishment that feeds his body 
when he can get little or no food on his long journeys 
over the desert. An armful of coarse straw, a few dry 
beans once a day, or the dry thistles that he nibbles as 
he walks along will keep him strong and well for many 
weeks. 

12. To be sure, his hump is growing smaller, while 
he is fed so scantily, until the flesh is nearly gone from 
it. Then he must be allowed to rest in a good pasture 
until his hump becomes large and soft again. He needs 
this rest at least once a year. 

13. Inside the big, ungainly body are many little 
pouches or sacks that hold water. These fill up every 
time he has a chance to drink, and they empty into his 
stomach when he is thirsty. 

14. But this is not the whole story of the camel. In 
this country, where there are no cows, camel's milk is 
much liked and used by children and grown people. 
When he is too old to work, he is killed. His flesh is 
used for food. His skin is made into leather. The hair 
is shaved from the skin and woven into rugs and cloth 
for clothes and tents. 

15. But here is our caravan. There are several horses, 
twenty camels, and six donkeys. Some of the camels and 
donkeys are loaded with our tents, our blankets, our 
sleeping mats and cooking utensils, and with bundles of 



58 



HOME LIFE AROUND THE WORLD 



twigs to use as fuel. Water and food for the donkeys 
and ourselves we must also carry with us. 

16. The water is in goat-skins that are sewed up like big 
bottles. When you want a drink, you must untie the neck 
of the goat-skin and pour a little into a cup. But be care- 
ful not to waste any, for it must last until we come to 
a desert spring, and this we may not do for several days. 




A CARAVAN 
This is the only safe way to travel in the desert. 



17. A camel is led up for you to mount. The driver 
makes a sort of croaking sound and pulls the camel's 
head down. The camel grunts and growls and looks 
very cross, but after a time kneels down on his fore 
legs and pulls his hind legs under him. You put one 
foot on his neck and with a jump you are on his back. 
You must hang on tight when he rises, or you will be 
thrown off. 



TO THE HOME OF AHMED 59 

18. We start out over the desert. There is only the 
soft sound of the crunch, crunch of the camel's feet in 
the sand to break the stillness. "We move along hour 
after hour. As the sun becomes hotter and hotter to- 
wards noon, we see the drivers take off one cloak after 
another until in the hottest part of the day they are 
wearing only one. "We keep steadily on. 

19. Towards evening the air becomes cooler and the 
drivers begin to put on their cloaks again, one at a time. 
When night comes they will have them all on, perhaps 
as many as six. Rolled up in them, they sleep comfor- 
tably^ through the chilly night. 

A SAND-STORM 

20. The second day of our journey we are overtaken 
by a sand-storm. It first appears far away, hke a cloud. 
But it is coming towards us, and before we can realize 
what is happening, we are in its midst. 

21. Sand fills the air. It blots out the light of day. 
We can hardly see the person next to us. Our eyes, our 
ears, our noses, are filled with it. It works between 
our lips and grits between our teeth. It blows down 
our necks and into oiir hair. The sharp grains scratch 
and cut our faces until they bleed. 

22. And the wind howls and roars and hisses, while 
the desert groans and moans. 

23. The camels can go no farther. They lie down 
and put their heads close to the ground. They close 
their eyes, which are protected by very long, thick eye- 



60 HOME LIFE AEOUND THE WORLD 

lashes. They can close their nostrils also. Their nostrils 
and ears are provided with a hairy fringe that helps to 
keep out the sand. 

24. The camel drivers wrap their long cloaks tight 
around them and lie down on the sand, huddled close 
to the camels. We follow the example of the drivers. 

25. For a long time we lie there. The desert sand 
seems to have risen up to destroy us. We can feel it 
piling itself around us, and from time to time we try to 
shake it off. 

26. But at last the wind dies down. The sand sinks 
to rest and the air becomes clear. We shake the sand 
from our clothes and hair. We wipe it from our bleed- 
ing faces. We rouse the camels and start on our 
way. 

27. We now understand how sometimes an entire 
caravan is overtaken by a sand-storm that, lasting for 
a whole day or longer, buries and smothers men and 
camels in the sand. 

THE ROBBERS 

28. As our camels carry us along with stately tread, 
stopping now and then to nibble at a nearby clump of 
thorns, we spy again in the distance a cloud of dust. It 
comes nearer and nearer, and soon we see that this time 
it is not made by wind but by a band of horsemen. 

29. There are a dozen of them riding on swift horses. 
The harnesses are bright with brass trimmings and gayly 
colored cloth. The riders theniselves wear many yards 



TO THE HOME OF AHMED 61 

of colored cloth wound around their heads, and white, 
red, blue, or purple cloaks. 

30. They spur their horses forward, and with a loud 
cry they rush towards us at a furious rate, waving their 
guns, swords, pistols, and spears. Brrr ! — Brrr ! sound 
their horses' hoofs on the sand. But at a sharp com- 
mand from their leader, they stop, turn, and are soon 
lost in the distance. 

31. These are desert robbers. It is well for us that 
we are more in numbers than they and that our camel 
drivers know how to keep the animals of the caravan 
under control for they are very terrifying as they rush 
at us. 

A BEDOUIN CAMP 

32. Our journey across the sands is about over, for 
there, on the horizon ahead of us, is an oasis. It is the 
one where Ahmed lives. One of the drivers spies it 
first. " Ho ! " he shouts. " There is shade and rest, and 
gardens, and cooling waters." And then, we see it — 
first a speck, and then a line of green beyond the daz- 
zling, burning sands. 

33. As we approach the oasis we pass a camp of Bed- 
ouins. They are like gypsies, living in tents and mov- 
ing from one place to another, as they will. Perhaps 
the band of robbers, that we met, was from this very 
camp ; for they often attack and rob small caravans. 

34. They live a lazy life with their goats and camels 
and dogs. They spin the goats' hair and camels' hair and 



62 



HOME LIFE AROUND THE WORLD 



weave it into cloth. Some of the milk of their goats and 
camels they make into cheese and butter. They buy 




A BEDOUIN CAMP 
These are wild people who live in tents. The door of their tents is a palm leaf mat. 

wheat and barley and beans which they grind into coarse 
meal and make into bread. 

35. They are not friendly people and we quickly pass 
them by and enter the oasis. 



FOR PUPILS' STUDY 

1. Find the Mediterranean Sea on the 3. How does the Gateway to the Des- 
globe. What continent is north of ert differ from the desert itself? 
it ? What continent is south of it ? 4. What place that you have seen is 

2. Why shall we expect the Sahara most like a desert ? 

Desert to be a hot place? .5. How is a camel particularly adapted 



WITH AHMED IN THE OASIS 



63 



to living in a desert? What other 
animals of which you have read 
give milk that is used by man ? 

6. What is a caravan ? 

7. What is the most interesting part 



of this journey across the des- 
ert? 
8. Read what your geography has to 
say about deserts in different parts 
of the world. 



CHAPTEE IX 

WITH AHMED IN THE OASIS 

1. ThI: road into the oasis is a narrow path shaded 
by palm trees. How cool it is here after our long, hot 




ENTERING AN OASIS 



journey. The scent of flowers and of fruit, the song of 
birds and the hum of bees, remind us of the beautiful 
gateway of the desert that we left a few days ago. 

2. Our camels have not carried us far before children 
come rushing down the road towards us. Little brown 



64 HOME LIFE AROUND THE WORLD 

creatures they are with dancing eyes and loose, white or 
bright-colored cloaks floating around them. Some of the 
smallest have nothing at all covering their little bodies. 
They are shy, as well as lively, and scamper away like 
wild animals at our least movement. But, when they 
think they are well out of danger, we can see some of 
the boys at a distance turning somersaults in their ex- 
citement. 

3. But we have come to an open green spot iu a grove 
of palm trees. Here we stop and put up our tents, after 
the owner of the grove has given us permission. 

4. As we sit under the trees, looking up at the 
bunches of brown dates ripening in the sun, a boy about 
fourteen years of age comes loitering along the path. 
We ask him to sit down and tell us about the palm trees. 
This is his story. 

STORY OF THE PALM TEEES 

5. "My name is Ahmed," he began. "I was born in 
the desert, and so were all my people. I live in the 
brown plaster house yonder with my father, mother, 
grandmother, and sisters. We are very happy. 

6. " These trees under which we sit are ours. In all 
the oasis there are hundreds of date palms. We own 
fifty of them. 

7. " Our trees need much care and much water. 
There is an old saying in the desert : ' If the palm tree 
shall prosper, it must have its head in the fire of the 
skies and its feet in water.' In some of the oases the 



WITH AHMED IN THE OASIS 



Q5 



roots of the trees reach down to the underground rivers, 
but we must water ours from the sprmg twice a week. 
8. " Every one on the oasis has his share of water, 
just enough for the trees that he owns. The water is 



'" .-,.,....... ...^J^ii^y-., -Ml 


r "^km 


A ""^^"'^ 



WATER FOR THE PALM TREES 

Find the spring from which the water flows. The house on the right is Uke the one 
in which Ahmed hves. 



brought to the trees in ditches. These we must dig and 
keep clear of sand. I help in all this work and when 
harvest time comes I climb the trees and help bring 
down the bunches of dates. 

9. "In October the dates are ripe. We have some 
trees that bear four hundred pounds of dates in one 
year. As they grow in bunches, ten to fifteen bunches 



66 



HOME LIFE AROUND THE WORLD 



on a tree, you can understand that it is not easy work 
taking them down the long tree trunks. We must be 
careful not to drop them. 

10. " After the date harvest is over we plant our gar- 
den among the trees and also on the edge of the des- 
ert. We raise barley, 
wheat, beans, tobacco, 
and many other things. 
I drive the camel at 
plowing time, and 
sometimes I hold the 
plow. 

11. '^And we must 
keep the sand from 
covering the plants. 
It is always trying to 
creep in and ruin our 
crops. When the wind 
blows hard, and es- 
pecially during sand 
storms, we stick long 
rows of palm leaves 
along the tops of the sand piles. These stop the sand 
and our plants are saved. 

12. " The palm tree is the desert tree, as the camel is 
the desert animal. We could not live in the desert with- 
out it. There are three things that we must have here : 
first, the springs of water; second, the camels; and 
third, the date palm trees. 




A LOAD OF DATES 

Dates are packed in bags and carried by the "Ships 
of the Desert" to the sea coast, whence they are sent 
to all countries. Note the baby camel and his little 
hump. 



WITH AHMED IN THE OASIS 67 

13. "Most of the dates we sell to merchants who 
carry them across the desert in caravans, but some we 
keep for ourselves. When we go to my home you shall 
see how useful this tree and its fruit are to us. I think 
it must be the best tree in all the world." 

14. Ahmed finished his story and we started along 
the narrow road to his home. 

'^ Ahmed's home 

15. The houses of the desert are built of mud. Wood 
is so scarce that it is used only for beams and outside 
doors and occasionally for a shed. The clay is found 
under the sand. It is shaped into bricks which are dried 
in the sun. 

16. The bricks are piled up to make the walls of the 
houses. Mud is then plastered over the bricks and over 
beams of wood to make the roof. 

17. The outer walls of some of the houses are broken 
only by a doorway. If there are windows they are so 
small that you could hardly put your head out through 
them. The people of the desert do not like to have 
passers-by look in w^here they are living. 

18. It is such a house as this that Ahmed invites us 
to enter. We pass through the door and enter a room. 
Here his mother sits in the middle of the floor grinding 
barley for the cakes that she will bake for the evening 
meal. His sister is sitting at a loom in one corner weav- 
ing cloth of camel's hair. His grandmother is crouched 
on the floor by a little fire holding the baby brother. 



68 



HOME LIFE AROUND THE WORLD 



19. We are introduced to his people. Tliey are very 
kind and welcome us with smiling faces. 

20. Ahmed leads us about the house. He points out 
the hole in the roof where the smoke of the fire passes 
out J for there is no chimney. He shows us the other 
rooms of the house. There are only two. Instead of 
doors, they have a curtain of camel's hide shutting them 
off from the living-room. 




A STREET IN AN OASIS 

Notice the narrow roadway sloping towards the middle. Why is this? The wall 
on the right encloses a garden and at the farther end is a door. The walls and houses 
are made of clay. The men on the left have found a shady corner. 



WITH AHMED IN THE OASIS 69 

21. We are especially interested in the storeroom. 
In one place are piles of dates. In a corner lie bundles 
of camel's hair to be used in weaving. In another place 
there are baskets full of grain, and jars of water that 
have been filled at the spring. We also see some bundles 
of fibers that Ahmed says come from the palm tree, and 
a jar of date-seed oil. 

22. While we are looking about, Ahmed tells us the 
rest of the story of the palm tree. 

23. " Of course," said he, " we eat the soft part of the 
dates, but we do not throw away the seeds. We roast 
some of them and grind them up to make a drink that 
is almost as good as coffee. The rest of the seeds are 
ground finer into meal and pressed until the oil that is 
in them runs out. The meal is then fed to the camels, 
donkeys, horses, goats, and hens. 

24. " When the palm trees are about a hundred years 
old, they do not bear much fruit. Then the leaves are 
pulled off and sap flows from the places from which they 
are broken. We drink the sap while it is fresh and use 
it for vinegar when it grows sour. 

25. " Did you see those baskets and the mats on which 
the dates are piled ? Those are made of palm tree leaves. 
Much of the twine and rope used in the oasis is made of 
fibers pulled from the trunk of the palm tree. 

26. " I must not forget the palm cabbages. These are 
the big buds that grow at the very top of the tree. We 
cook them in a variety of ways. 

27. " When a tree begins to die, we cut it down. Some 






70 



HOME LIFE AROUND THE WORLD 



of the wood we use in building houses and some of it 
for fuel, although, for the most part, our fuel is the dried 
bushes that grow in the sand on the edge of the oasis." 




.-♦^^iitel'aB 



t \ 



'*f . ^# 



'^ '^'^^^^^^i :{ 



i(iU 



-: E^ '^^^#'y^^^^ 



Im 



l^:>^^^ 

'"^m '^^, 



THE TOP OF A HOUSE IN THE DESERT 

Find the hole in the middle of the roof and the low wall to keep people from falling 
off. What do you suppose the tent frame is for and the ladder? Can you find the 
spout where the rain water drains from the roof? The domed building on the right 
is a httle church. 

28. After we have looked over the storeroom, we 
pass out into the little back yard. This is surrounded by 
a high wall. Here are kept the hens and chickens and 
the pigeons. Here also the babies play, and here, in the 



WITH AHMED IN THE OASIS 



71 



hottest part of the year, the family cooking is done and 
the meals are eaten. 

29. " Come up on the roof," says Ahmed. 

80. We follow him up a narrow flight of stairs, also 
made of mud, and find ourselves on a flat roof with the 
hole in the middle that we had noticed from below. It 




A MARKET-PLACE 

Each merchant spreads his wares out around him and waits for people to come and 
buy. His first price is always more than he expects to receive. 

would be easy to fall into this hole, but we cannot fall 
off the sides, for the walls of the house extend above 
the roof. 

31. From here we look off over the oasis. There are 
many houses like the one in which Ahmed lives. A few 
are two or three stories high. Some of them cover a 
great deal of ground and are surrounded by groves and 
gardens. Ahmed tells us that these are the houses of the 
rich. Kising above the sand-colored houses are many 



72 HOME LIFE AKOUND THE WORLD 

green palms, and beyond the circle of the oasis stretch 
the hot, brown sands of the boundless desert. 

32. We learn that the family spends much time on the 
roof. The women come here to enjoy the view and the 
cool breezes at evening. Here, too, they receive their 




A CHURCH IN THE DESERT 

A priest goes to the gallery near the top of the tower five times a day and calls 
the people to prayer. 

friends. The women stay at home most of the time, and 
when they go on the street they cover their faces up~ 
to their eyes with a veil. This is to prevent men who do 
not belong to their family from seeing them. 

33. Li the distance rises the round domed roof of the 
temple with its tall, slim tower called a minaret. Five 
times every day a priest goes up to a little gallery near 
the top of the minaret and calls the people to prayer. 



WITH AHMED IN THE OASIS 



73 



Then all Mohammedans fall on their knees, facing to- 
wards their holy city, Mecca, and pray to their prophet, 
Mohammed. 

34. Ahmed points out the bazaar, where the shops of 




A SHOP OF BAZAARS 

What things are sold here? 



the village are huddled together, and the market-place, 
and says that a little way beyond the bazaar is the school 
that he used to attend. 

35. We should like to visit these places but we want 



14: HOME LIFE AROUND THE WORLD 

still more to go to the spring from which the water flows 
that supplies all the oasis. 

36. It is not far away and it is not hard to find, for boys 
and men and young women and old women are going to 
and from it almost all day. The women carry water jars 
on their heads and they sit about the spring in groups 
to talk. Now and then a caravan stops to water the 
camels, donkeys, and horses. ' ' ^, 

37. We sit down near the spring and Ahmed tells us 

THE SECRET OF THE SPRINGS OF THE DESERT 

38. "A holy man once lived in one of the oases with 
his people. In the middle of it was a spring of water 
that had flowed out of the sands year after year without 
ceasing. This spring had supplied water for the small 
gardens and the fruit trees. From it the women had 
taken water for all the homes of the village, and their 
few animals had come there to drink twice each day. 

39. " There was no water for many miles in all direc- 
tions, but the spring had never failed in the memory of 
the children or of their parents or of their grandparents. 
So they lived contentedly with never a thought that the 
spring would not always continue to give its sweet waters 
to them and to their children as it had to their ancestors. 

40. " But one day the usual supply of water did not 
flow from the spring. The next day there was still less 
and the next day again still less. 

41. " The people became alarmed. Their crops were 
drying up. Their animals were dying. Their fruit trees 



WITH AHMED IN THE OASIS 



75 



were drooping. They must either prepare to leave their 
homes and go to some far-away oasis, or perish of thirst. 
42. "The holy man grieved and suffered with his 
people, and he prayed to God for help. 




A DESERT SPRING 
What do you think the clay walls are for? 

43. " In answer to his prayer he was shown that the 
water came from a great underground river, that the 
sand that was choking the spring must be dug away, 
and that a larger opening must be made in the hard clay 
and rock that he would find underneath. 



76 HOME LIFE AEOUND THE WORLD 

44. " When the people were told this, they at once 
set to work. They dug the sand out of the spring until 
they came to the hard layer of clay and rock, just as it 
had been revealed to the holy man. They used chisels 
and pickaxes, and sure enough, at last out gushed a 
bountiful stream of clear, sweet water that has kept flow- 
ing to this day." 

45. The holy man had found the secret of the spring, 
and from that time, whenever water begins to fail in 
any of the hundreds of oases of the Sahara, men dig 
away the sand and release again the hidden stream. 

46. But there is yet another part of the secret of the 
springs that the holy man did not find out. Underneath 
the sands of the deserts are many rivers that begin far 
away on the distant mountains. The rain that falls on 
these mountains flows down their sides and finds its way 
into underground channels or tunnels. It flows on and 
on, often for hundreds of miles, before it comes to a 
crack in the hard layer of earth above it. Then up it 
bubbles in a spring. As soon as the cool water touches 
the dry, hot sand, plants and trees begin to grow. Peo- 
ple gather about the spring, and by and by there are 
fruitful gardens, happy homes, and playing children 
where once was an empty desert. 

47. Since the secret of the springs has been found 
out, people dig wells as they do in our country. In some 
places they find the hidden river only a few feet below 
the dry sand ; and in other places they find it only after 
digging down a long way. But, wherever these wells 



WITH AHMED IN THE OASIS 



77 



are dug, there a new oasis is made. In this way, new 
spots of green are caused to grow on the desert where 
people come and build new homes. 




A SMALL OASIS 



48. It is time for us to find our way back to our camp. 
To-morrow at daybreak we must bid good-bye to our 
desert friends and start on our return across the rest- 
less sands. But we shall not soon forget Ahmed, who 
lives under the spreading palm trees of the oasis. 



FOR PUPILS' STUDY 



I 



What two things do date palms 
need in order to grow ? 
How are the trees watered ? 
What different kinds of work 
does Ahmed do ? 
What are the three things that 
people must have in order to live 
on the desert ? Explain why each 
one of these is necessary. 



5. We say in America that a man 
is rich if he has a great deal of 
money. W^h^t makes a man rich 
on the Desert of Sahara? What 
makes him rich in Switzerland? 
In Lapland? On the edge of the 
northern ice-cap and Labrador? 

6. Tell how a house is made in the 
desert. 



78 HOME LIFE AROUND THE WORLD 

7. What interests you most about 11. Make an oasis on the sand table 
Ahmed's home ? with clay houses, palm trees, a 

8. Make a list of all the uses of the spring and irrigation ditches, 
date palm tree. Perhaps you can 12. Where does the water come 
find in other books uses not men- from that you use at home ? At 
tioned here. school ? 

9. Find in the library an account of 13. In some parts of our own coun- 
a school such as Ahmed attended; try there are irrigated gardens 
a bazaar ; and a market-place. and orchards. Where does the 

10. Tell in your own words the se- water come from? 
cret of the springs. 



CHAPTEE X 

PEDRO'S HOME AT THE EQUATOR 

1. On a globe we shall find a line half way between ^ 
the North and the South Poles. This line passes com- 
pletely around the globe and is called the Equator. You 
have read about it in the story of Colonel. 

2. It used to be the custom among sailors to play 
rather rough tricks on those who were crossing the 
Equator for the first time. Once there was a cabin-boy, 
named Barney, on board a steamship sailing south on 
the Atlantic Ocean. He had always lived on the north- 
ern half of the earth. When the ship came to the Equa- 
tor, Barney learned a lesson in geography, and this is 
the way he learned it. 

BARNEY CROSSES THE EQUATOR 

3. Barney had been told by the captain that the ship 
would cross the Equator sometime during the next day. 
The eventful day had come. He was up at sunrise and 



PEDEO'S HOME AT THE EQUATOR 79 

every moment he conld spare from his work he stood 
looking over the side of the ship " to see the Equator," 
as he said, when it was crossed. 

4. So it was no wonder that he was greatly disap- 
pointed when, early in the afternoon, a sailor told him 




CROSSING THE EQUATOR 
Find the shaving pot, the razor, the King and Queen of the Ocean. 



that the ship had already crossed it. Poor Barney went 
about his work muttering to himself, " It certainly is 
strange. I have often seen it on the map and I can't 
imagine how I crossed it without seeing it." 

5. Meanwhile the old sailors were preparing their 
celebration. Early in the afternoon two of them ap- 
peared on deck dressed to represent the King and the 
Queen of the Ocean. Then came two others looking 



80 HOME LIFE AROUND THE WORLD 

like policemen. Another took the part of a barber. He 
had a pail of soft soap, a whitewash brush, and a big 
wooden razor. There were also several clowns. ^ 

6. Every one who had never crossed the Equator 
before must come before the King and Queen who were 
to decide what should be done to them. 

7. Barney is the first victim. He is seized by the 
policeman. A bandage is tied over his eyes. He is^^ 
brought before Neptune, the King, and his Queen. 

8. " So," says the King, " you thought the Equator 
was a line, did you?" 

9. Barney opened his mouth to say " I did think so," 
but before he could say more than " I," one of the 
clowns pushed a large bitter pill between his teeth. 

10. "You mustn't think it is a line any more. It's 
just land and water," said the King. " To help you re- 
member it, the barber will shave you." 

11. Thereupon, the barber poured a dipperful of 
soft soap on Barney's head, and then a dipperful of 
water and rubbed them together with the big white- 
wash brush until his head and face and neck were cov- 
ered with lather. It ran into his ears and eyes and mouth 
and down his collar. He was really glad when the 
clowns suddenly tumbled him into a big tank of water 
that was standing ready. He floundered round until he 
could pull the bandages from his eyes. Then he jumped 
out and ran off to put on dry clothing, while the police- 
men went to find another victim. 

12. This was a hard way to learn a geography lesson, 






PEDRO'S HOME AT THE EQUATOR 81 

and Barney never forgot that the Equator is not a real 

line, but only an imaginary hue that extends around the 

earth, halfway between the Islorth and the South Poles. 

13. Let us look again at the globe and find where the 



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CROSSING THE EQUATOR 

Equator passes through the continent of South America. 
We shall see a river beside the Equator. It starts 
among the Andes Mountains in the west and flows 
east across the continent receiving the waters of many 
smaller rivers, until it enters the Atlantic Ocean directly 
at the Equator. 

14. This is the mighty Amazon that carries more 



82 HOME LIFE AEOUND THE WOKLD 

water to the ocean than any other river in the world. 
The land through which it flows is low and marshy. It 
is in one of the very hottest parts of the earth. So, as 
plants and trees grow largest and most abundantly 
where there is the most heat and water, we shall expect 
to find on the baliks of this river a thick growth of 
vegetation. And so we do. Here is not only the larg- 
est river, but the densest and most extensive jungle in 
the world. 

15. Far up this river in the very heart of the jungle 
Pedro lives with his father and mother in their humble 
cabin. 

16. We cannot possibly walk to Pedro's home, for 
the bushes, vines, and trees of the jungle make a tangle 
through which we could not force our way. The ground 
too is low and covered with water for many miles. 
There are no carriage roads or railroads. We must go 
up the river in a small steamboat or in a sailboat. 

SAILING UP THE AMAZON RIVER 

17. The mouth of the river, where we make our start, 
is so broad that from the middle we can scarcely see 
either bank. As we glide over its surface, we notice 
that the water is very dark. If we take some up in a 
dipper, the bottom of the dipper is soon covered w^ith 
mud. This is the fine gravel, sand, and clay that the 
river is bringing from the Andes Mountains thousands 
of miles away on the other side of the continent. Some 
of the mud drops upon the banks of the river, filling the 



PEDKO'S HOME AT THE EQUATOR 



83 



low, marshy places and making new soil for the grow- 
ing trees and shrubs of the jungle. Some is carried 
along by the swiftly flowing water far out into the 
ocean, where it sinks to the bottom and slowly builds 
up a bank that will 
sometime rise above 
the surface and make 
a new shore for the 
continent. 

18. As we sail up 
the river, the banks 
come nearer together 
and we see many 
strange sights. There 
are lazy crocodiles 
whose sleepy eyes fol- 
low every movement 
of our boat. Monkeys 
chatter and bright col- 
ored parrots screech 
at us from the trees. 
Dainty humming-birds 
and large, gaudy but- 
terflies flit about in the green foliage. ISTow and then 
a long snake goes swimming by and others are seen 
hanging from the limbs of trees. Vines cling to the 
tree trunks. They climb from tree to tree and creep 
along the ground, making a network through which 
even the wild beasts can scarcely make their way. We 




SAVAGE PEOPLE ALONG THE AMAZON 



84 



HOME LIFE AEOUND THE WORLD 



catch glimpses of great bunches of beautiful flowers far 
up among the tree-tops. 

19. But all this time we have seen no people. Are 
there none in the jungle ? 




Brown Brothers 



A HOME ON THE AMAZON 



Of what is the roof made? Of what are the sides of the house made? Find the 
stairs leading up into the house. Sometimes a ladder is used for stairs. How can 
you tell that this is a picture of a home in a hot part of the earth? 

20. The jungle is a fine home for wild plants and 
trees and insects and reptiles and wild beasts; but it 
is not a good place for people. A few savages live 
in huts or in small villages. They spend their time j 
in hunting and fishing and in making war on one 
another. They wear little or no clothing. They build 



PEDRO'S HOME AT THE EQUATOR 86 

their huts out of the grass and palm tree leaves of the 
forest. Their food is wild nuts, wild fruit, roots of 
trees, and such animals and fish as they can catch. The 
jungle supplies their needs which are few. They live 
a lawless life with few pleasures and many hardships. 

21. Besides these savage people, there are a few 
others who live in the jungle to collect the sap of the 
rubber tree. Pedro's father and mother had sailed up 
this river a long time ago to collect rubber for a com- 
pany that sends it to our own country, where it is made 
into coats, boots, automobile tires, and all the other 
rubber things with which we are familiar. 

22. We are just coming in sight of his home. It is a 
little hut raised three or four feet from the ground. In 
one room the family eat, sleep, and live. It does not 
look like a very comfortable home : but here Pedro was 
born and he is quite satisfied and happy. 

23. Around the house the trees and brush have been 
cut away and there is space for a little garden. A few 
hens are roaming about and a little yellow dog barks 
at us as we approach. The dog and the parrot are 
Pedro's playmates. 

24. And here is Pedro, a boy about fifteen years of 
age, and his father and mother. They are kind people 
and welcome us gladly, for visitors seldom come to this 
home. 



I 



86 HOME LIFE AROUND THE WORLD 



FOR PUPILS' STUDY 

1. Where is the Equator ? What is 6. What two things are necessary 
it ? Through the middle of what for a real jungle ? 

zone does it extend ? 7. What interests you most in the 

2. In what continent is the Amazon sail to Pedro's home ? 

River? 8, In what country does Pedro 

3. Findthe Andes Mountains on the live? 

globe. 9. On the sand table make a house 

4. Find the mouth of the Amazon like those in which the savages 
River. In what direction does this . of the jungle live. 

river flow ? Into what ocean ? 10. Make a list of the new words tj 

5. What place, that you have seen, used in this chapter, 
is most like a jungle ? How does 
a jungle differ from a desert ? 



CHAPTER XI 

A DAY WITH PEDRO IN THE JUNGLE 

1. We can spend only one day with Pedro and we 
must make the most of it. So we are up at break of day. 
The mother makes some cakes of meal mixed with oil 
and this, with a drink of sap from the cow tree, is our 
breakfast. 

2. Pedro takes his gun, his long sword-like axe, a 
little hatchet with which he taps or gashes the rubber 
trees, and a gourd in which to bring back the sap. 

3. We leave the little clearing and are at once in the 
dense jungle. There are no roads, only narrow paths 
that have been cut through the tangled bushes and 
vines. We cannot lose our way, because the growth of 
trees and bushes makes a wall of green on both sides 
of the path. 



I 



A DAY WITH PEDRO IN THE JUNGLE 87 

4. The way is long, for many trees must be visited 
before noon. The rubber trees do not grow near to- 
gether. They are scattered through the jungle. From 
one to another a narrow path is made. It runs through 




Courtesy American Museum of Natural History, New York 

AMONG THE RUBBER TREES 
Through such places as this Pedro goes in search of the rubber trees. 

thick bushes, and across swamps and muddy streams 
where poisonous snakes and hungry crocodiles make 
their homes. 

5. After a while we reach the first rubber tree. Pedro 
finds some tin cups that he keeps by each tree. With 
his little hatchet he makes a gash in the bark of the tree 
and the milky sap begins to flow. He attaches one of 
the cups to the tree in such a way that the sap runs into 
it. Four or five gashes are thus made around the tree. 
A cup is fixed to each gash, and we are off to the next 
tree. 



88 



HOME LIFE AROUND THE WORLD 



6. "We go from tree to tree until we have visited a 
hundred or more. 

7. The sap stops running after three or four hours, 
and it must be collected and taken home. So we go back 

to each tree and empty 
the little cup into the 
gourd. The cups are put 
in a safe place to be used 
again to-morrow. 

8. By the time we have 
collected the sap from all 
the trees the sun is almost 
overhead and we know it 
is about noon. We retrace 
our steps along the same 
narrow, shady paths and 
are soon back in the clear- 
ing. 

9. Pedro has pointed 
out to us many interesting 
things. We have seen the 
coconut palm with its clus- 
ters of nuts high in the 

top. We have gathered the fruit of the bread tree, 
which is roasted or boiled and used instead of bread. 
We have found a cow tree and tasted some of its sweet 
milky sap. We have passed a rain tree and seen the 
water dripping like a shower from the ends of the 
leaves. 




Courtesy American Museum of 
Natural History, New York 

GATHERING SAP FROM A RUBBER 
TREE 

Find the little cups into which the sap runs. 



A DAY WITH PEDRO IN THE JUNGLE 89 

10. Insects swarm everywhere in the jungle. Many 
of them are very troublesome, especially the mosquitoes. 
Butterflies large and small, some of them most beauti- 
fully colored, fly in and out among the trees. Ants seem 
to be everywhere. We lean against a tree and they 
cover us. We stand on a decaying log: it is certain to 
be filled with them, and they rush out in great numbers 
to attack us. We are stopped by an army of them march- 
ing through the jungle in regular regiments with officers 
and scouts. Some of them live in very curious mounds 
of clay which they build as tall as a man. We pass 
through a village of these mounds. 

11. An hour's walk through this wonderland brings 
us back to the hut. Our dinner of breadfruit and turtle 
meat broiled over the fire is soon finished^ and Pedro 
and his father prepare to smoke the rubber sap. 

HOW RUBBER IS MADE 

12. A little fire is built in a hole scooped out in the 
ground. Upon this fire some palm nuts are placed. 
These soon begin to give off a dense smoke. A funnel 
of dried clay is placed over the fire, and the thick smoke 
rises through it. 

13. Pedro's father takes a flat stick and dips it into 
the rubber sap. He holds it over the funnel, twirling it 
about rapidly. In a short time the sap has changed to 
thick rubber. Pedro pours a little more sap on this rub- 
ber and it is twirled again in the smoke. Little by little 
all the sap is made into rubber in this way. When the 



90 



HOME LIFE AROUND THE WORLD 



rubber on the stick becomes a good-sized ball it is put 
aside and a new ball is started. These rubber balls are 
later sent down the river to be shipped to the United 
States and other countries. 




Courtesy American 



! of Natural History, New York 
SMOKING RUBBER 



14. The day's work is done, unless the little garden 
needs tending, or palm nuts are to be gathered, or wild 
animals are to be snared in the jungle, or fish are to be 
caught in the river. 

15. To-day we do none of these things but mount 
the ladder into the house. Some of us lie down in the 
hammocks and others sit on the floor while the mother 
weaves a mat of dry grass as she tells us stories about 
the jungle. One of the most interesting of them is about ' 
a turtle. A turtle is called a jahoty by the people who 
live in the jungles of the Amazon. 



I 



A DAY WITH PEDRO IN THE JUNGLE 91 



A STORY ABOUT A JABOTY 

16. " One day a Jaboty came to a palm tree where 
some Monkeys were eating coconuts. 




Courtesy American Mvseum of Natural History, New York 

READY FOR MARKET 

The cakes of rubber are brought to the mouth of the Amazon to be sent to 
different countries. 

17. "'Hullo, Monkeys!' said the Jaboty, 'what are 
you doing up there ? ' 

18. " ' We are eating coconuts,' replied the Monkeys. 
' Throw me down some,' begged the Jaboty. 

19. " ' INo,' said the Monkeys, ' we will not throw you 
down any nuts, but we will bring you up here and you 
can eat all you want.' 

20. " So they ran down to the ground. They took the 
Jaboty by his four legs and carried him to the top of 
the palm tree. They put him on a bunch of coconuts 
and scampered off over the tree-tops, chattering and 
laughing in great glee. 



92 HOME LIFE ABOUND THE WORLD 

21. "Monkeys are very foolish and have very short 
memories, and they soon forgot all about poor Jaboty in 
the palm tree. 

22. " The Jaboty ate his fill of coconuts and then 
began to look about for a way to get down. He called 
to the Monkeys, but they were far away and did not 
hear. He asked the Parrot, the Butterfly, the Partridge, 
the Pigeon, the Humming-bird, the Bat, and even the ^. 
Snake, the Ant-eater, and the Crocodile, but not one 
could tell him how to get down. 

23. "At last a Jaguar passed under the tree. He 
looked up and saw the Jaboty sitting high over his head. 

24. " ' Hullo, Jaboty,' said the Jaguar, ' what are you 
doing up there ? ' 

25. "'1 am eating coconuts,' said the Jaboty. 

26. " ' How did you get up there ? ' said the Jaguar. 

27. " ' I climbed up,' replied the Jaboty. 

28. " ' Oh, Jaboty, throw me down some coconuts/ 
pleaded the Jaguar. 

29. " ' All right, I will,' said the Jaboty, ' if you will 
place yourself right under me where you can catch them.' 

30. "So the Jaguar stood directly under the bunch 
of coconuts. Then the Jaboty slipped off and fell on the 
Jaguar's head. The Jaguar was so stunned that he lay 
there a long time. When he came to himself the Jaboty 
had crawled away and hidden himself in the jungle. So 
the Jaguar had to go on his way without his anticipated 
feast of turtle-meat." 



i^: 




Courtesy American J/useum of Xatural Iliston,. Xcm York 

ASIA 



ImportaM locations — The continent; Northern Ice Cap; Indian Ocean; Pacific Ocean: India- 
Oeylon; Ohina; Japan; Australia; Philippines; home of the elephant; Equator. 



94 HOME LIFE AROUND THE WORLD 



FOR PUPILS' STUDY 

1. What different kinds of food does 6. Tell any story that you know 
Pedro have to eat? about animals. 

2. Make a list of all the jungle ani- 7. From the library get one of the 
mals that are mentioned. Which books by Joel Chandler Harris 
would you recognize if you should called " Uncle Remus Stories." It 
see them? has interesting animal stories. 

3. How is rubber sap collected? 8. Make up a fable that Pedro would 

4. How is the sap changed to rubber? like to hear about some animal 

5. Name all the different things that that you know, 
you know which are made of rub- 
ber. 



CHAPTEE XII 

TROPICAL GARDENS 

1. If we travel around the earth along the Equator, 
we shall pass through many jungles. Across the Atlantic 
Ocean, opposite the mouth of the Amazon River, are 
the great jungles of Africa. Through these flow the 
Congo River, which is almost as large as the Amazon. 

2. In the jungles along the Congo we should meet 
the gorilla, the rhinoceros, the hippopotamus, the wild 
elephant, and also most of the animals to be found in the 
jungles of the Amazon. 

8. The people here are savages like those along the 
Amazon, so we shall hurry across this continent until 
we come to the Indian Ocean. 

4. All the rest of the way around the earth to those 
snow-capped mountains from which the Amazon River 
receives so much of its water, the Equator passes through 
islands and oceans. The islands are like pearls strung on 



TROPICAL GARDENS 



95 



the Equator, although many of them are very, very tiny 
and lie scattered about in the ocean as if they had fallen 
off the string. 

5. One of them is a little pear-shaped island called 
Ceylon. It lies close to the continent of Asia a little north 
of the Equator. It looks 
like a tear dropping from 
the nose of India. From 
this island comes the fa- 
mous Ceylon tea, and cin- 
namon spice that mother 
often puts into pies and 
cakes to give them flavor. 

6. The greater part of 
Ceylon is covered with 
jungles, but the people 
who lived there more than 
two thousand years ago 
learned how to clear them 
away and plant in their 
place the beautiful gar- 
dens for which the island 
is famous. 

7. Most of the people live in villages. The one that 
we are about to enter is on the edge of a jungle. The 
people call it Garden of Flowers. It is a strange vil- 
lage, because when we reach it, it is nowhere to be seen. 
Not a house is in sight. But narrow paths wind in and 
out among the trees, and if we follow one of these it 




COCONUT PALM TREES 



96 



HOME LIFE AROUND THE WORLD 



will lead us between rows of bushes into an open place. 
Here, half hidden by palm trees and clambering vines, 
is a little one-story house covered on the sides and roof 
with long grass or palm leaves. All the houses of the 




'd.c/./fX-f- 



A GARDEN IN CEYLON 

This is a glimpse of one of the most beautiful gardens in the world. A bunch of 
bamboo is growing in the foreground. For what is bamboo used? 



village are like this one, hidden away behind tall, green j 
hedges in the midst of a little garden of flowers. 

8. The cleanest and freshest of them all is the home 
of Matthes, the elephant driver, his thrifty wife and his 
little daughter, Dochie. She is a brown-skinned, tropical 
fairy not more than twelve years old. It is easy to be- 
come acquainted with her, for she is a gentle, friendly 
little girl. 



TROPICAL GARDENS 



97 



9. She brings us some cool coconut milk in a half- 
coconut shell. We sit down by the door, and at our 
request, she tells us about the tree which is so common 
throughout the tropics. 




A HOME IN CEYLON 

This house is not exactly like the one in which Dochie lives. All the houses in 
that country are not aUke any more than they are in this country. Perhaps you 
can make a little house like this for the sand table. 



STOEY OF THE COCONUT PALM 

10. Said Dochie, " I think we could get along very 
well, even if all the other things in the world were de- 
stroyed, provided we could have the palm tree. It gives 
us food and drink. We make our houses of it and we 
could easily make our clothes of it also. 

11. " Father built this little house of an old palm tree, 



98 HOME LIFE AROUND THE WORLD 

planted by his grandfather. It had begun to decay, so it 
was cut down and sawed into timber. The roof and sides 
of the house are covered with its leaves. The fence 
around our little garden is made of palm leaf stalks. 

12. " When I was a baby I slept in a hammock made 
of fibers from the palm tree. Mother makes all our mats, 
and father makes his fish-lines of the same material. 

13. "Our dishes and spoons are made of different 
sized coconut shells and palm leaves. At school we use 
the palm leaf to write on. When it is dried and rolled 
smooth it makes very good paper. 

14. " Inside of the coconut is a delicious milk which 
you are drinking. When it is put aside in jars, in a short 
time it becomes vinegar. 

15. " The white meat of the nut we grind into meal. 
It makes very nice cakes and gruel, and from it coconut 
oil is pressed. 

16. " The sap of the tree is good to drink, and we 
also get sugar from it. 

17. " The boats in which we sail on the river are 
made of palm tree logs that have been hollowed out. 

18. " We believe that the coconut tree keeps away 
evil spirits. So we plant it near our homes and hang a 
sprig of its blossoms over the baby's cradle." 

19. While Dochie is telhng about the palm tree, our 
eyes are busy. We recognize the useful tropical trees 
that we saw in the Amazon jungle. Bananas, bread- 
fruit, and oranges look out from the green foliage. The 
ripe ones seem almost asking us to pick them. Vines 



TROPICAL GARDENS 



99 



are climbing everywhere, around the tree trunks, up 
into the topmost branches and over the leaf-covered 
hut, pushing their tender twigs and bright flowers even 
into windows and doorway. 

20. Dochie tells us about her father and his elephant. 
She says that elephants cost a great deal of money, and 
that they eat so much 
that only rich men and 
the government can 
afford to keep them. 
We also learn that her 
father's elephant be- 
longs to the govern- 
ment and is working 
with others at this very 
moment down by the 
river. 

21. We are eager to 
see them. We hurry 
away, following our 
new friend across the clearing, along the shady path, 
until we come in sight of them. There they are piling 
up logs which they have brought from a nearby wharf. 

22. First they put several logs together on the ground 
in a row. Then two elephants take a log, one at each end, 
and lift it upon those already placed. In this way the 
second and third rows are laid. 

23. The pile is now quite high. They do not try to 
lift more logs, but stop and begin wagging their heads. 




A WELL-TRAINED ELEPHANT 

What do you suppose the ladder is for? What in the 
picture shows that it was taken in a hot country? 



100 



HOME LIFE AROUND THE WORLD 



They look very wise and we wonder what they will do 
next. In a few moments they walk off and soon return 
with two long timbers. These they place against the 
pile of logs, resting one end on the ground. After 
making sure that the timbers will not slip, the four- 
footed laborers roll 
one log after an- 
other up this in- 
cline until the fourth 
row is laid. 

24. Not the least 
amusing part of the 
performance is the 
careful examination 
of the pile made 
by one of the ele- 
phants after plac- 
ing each log. He is 
not satisfied until 
each one is laid per- 
fectly square with 
the rest. 

25. On our way back to the village we see men cut- 
ting down trees and elephants carrying them away. 
Other elephants are pulling stumps out of the ground 
and putting them in great piles to be burned. "When 
the jungle is all cleared away, a grove of coconut palm 
trees will be planted. 

26. Farther on an elephant is cultivating the soil in a 







Hi 











A TEA GARDEN IN CEYLON 
This girl, picking tea leaves, gives us an idea of Dochie. 



TKOPICAL GAKDENS 



101 



large field. He is dragging a plow, a harrow, and a big 
roller, one behind the other. In this way the ground is 
plowed, harrowed, and 
rolled, all at the same 
time. 

27. Beyond this field 
we pass a tea-farm, 
where men, women, 
and children are pick- 
ing the tea leaves from 
the bushes and carry- 
ing them in baskets to 
a shed near by. 

28. The rice fields 
are also interesting. 
For hundreds of years 
the people of Ceylon 
have cultivated rice. 
While it is growing it 
must be covered with 
water, but when it is 
ripening the ground 
must be dry. So the 
fields are surrounded by low banks of earth. Water is 
brought sometimes from distant lakes and reservoirs in 
bamboo pipes to flood the fields. Other bamboo pipes 
drain off the water when it is no longer needed. 

29. Elephants are not used in the rice fields, but 
water buffaloes, which do the work of oxen, horses, and 




Doubleday, Page !f Company 

WATER BUFFALOES 

They are plowing a field for rice planting. Make a 
model of the yoke and plow. 



102 ilOME LIFE AROUND THE WORLD 

mules. They are very fond of standing and rolling in 
muddy water, so they do not object to working in the 
soft rice fields even when they are covered with water. 



FOR PUPILS' STUDY 



1. Across what two continents does 
the Equator pass? Across what 
two jungle regions ? 

2. Across what three oceans does 
the Equator pass ? 

3. Over what high mountains in 
South America does the Equator 



to 



4. Find Ceylon on the globe. 

5. How are jungles changed 
tropical gardens ? 

6. Ahmed thought the date palm 
tree was the most useful tree in 
the world. Dochie thought the 
coconut palm was. What do you 
think ? Give your reasons. 

7. What is the most useful tree in 
the part of the world where you 
live? If you and another mem- 
ber of your class do not agree on 



which is the most useful tree, 
have a debate on the subject. 

8. What kind of work are elephants 
trained to do in Ceylon ? What 
animals are trained to work in 
the part of the country where 
you live ? 

9. With some pieces of wood, that 
you can play are logs, show how 
the elephants pile logs in Cey- 
lon. 

10. Read in your geography, or any 
other book, about the jungles of 
Central Africa ; about elephants 
in India. 

11. Rudyard Kipling has written 
some very interesting stories 
about the jungles of India. You 
will like to hear some of them 
read. 



CHAPTEE XIII 

TAMING WILD ELEPHANTS 

1. Our day in the tropical gardens was coming to 
a close, and we were about to take leave of Dochie, 
when she said somew^hat shyly, "Perhaps you would 
like to go with me to-night and see my father and the 
rest of the men of the village trap some wild elephants." 



TAMING WILD ELEPHANTS 



103 



2. A herd of them had been doing much damage in 
the neighborhood. One night they went into a village 
and tore down the huts and trampled on the gardens. 
At another time, they entered the grove of young coco- 




first LESSON IN OBEDIENCE 

In his rage this elephant has broken in pieces all the bushes and branches of trees 
within reach of his trunk. Find the chain that holds him tied to the tree.: 



I 



nut trees owned by a rich planter. They pulled up some 
of the trees and broke down many others. 

3. So the order had come from the government that 
six of the best of the wild elephants should be caught and 
that the rest should be either killed or driven far away 
into the jungle. 

4. Matthes and his elephant had charge of the hunt. 
This elephant had been caught when he was a baby. He 
was now full grown and was a pet with all the family. 



104 



HOME LIFE AEOUND THE WOKLD 



He was always good-natured and had become very 

skillful in doing the work that elephants are taught 

to do. 

5. All day they had been out in the jungle hunting 

the wild elephants, and they were now driving them 

towards a trap that had 
been built on the edge 
of the jungle not far 
from the village. We 
hurry off with Dochie 
to be on hand when 
the elephants appear. 

TRAPPIlsrG THE 
ELEPHANTS 

6. We are at the 
trap. 

7. It is a large space 
on the edge of the 
forest that has been 

cleared of brush and vines. Stout bamboo poles have 
been put all around and these have been bound together 
with stout vines called jungle-rope. The trap is like 
a big yard surrounded by a strong, high fence. An en- 
trance has been left on the side towards the jungle 
and a path has been cut leading to it. 

8. It is two hours after dark, when we hear the first 
distant shouts of the men as they slowly drive the ele- 
phants towards the trap. 




A TAME ELEPHANT 



TAMING WILD ELEPHANTS 105 

9. At last they are close upon us. We climb into a 
tree where we can see what takes place inside the trap. 
We wonder if the fence will be strong enough to keep 
the wild beasts in. 

10. By the light of the torches we can see Matthes 
and his helper on their elephants leading the way. 
They are followed by the wild herd tearing and tram- 
pling the jungle brush and trumpeting in anger and fear. 
Behind, and on both sides, come the shouting men and 
boys. 

11. The two tame elephants enter the trap at a brisk 
trot and station themselves under a clump of trees. One 
of them wags his head in a very wise way, as much as 
to say, " It 's all right. We know how to do it." 

12. On come the wild elephants at a thundering pace, 
following the leaders along the narrow path. In what 
seems but a moment they are all in the trap — twenty 
of them. 

13. The men throw trees across the entrance, and 
light a big bonfire to frighten the elephants away from 
that side of the trap. 

14. It is an exciting time. Some of the wild beasts are 
not content to stay in the trap. They rush this way and 
that, but they meet at every point a man waving a long, 
white stick. For some reason they seem to be afraid of 
these white sticks. 

15. If an elephant becomes too much excited, the two 
tame ones go up to him and tumble him over with their 
heads or begin beating him with their trunks. 



106 



HOME LIFE AROUND THE WORLD 



16. After a long time the wild elephants are com- 
pletely tired out. They stand still and appear to accept 
their fate. 

17. This is the time to select the best ones. Half a 




^.i 



TAKING A BATH 



dozen men walk quietly among them. Each picks out 
a large, full-grown one. He creeps up behind him and 
lightly touches one of his big hind legs with the end of 
his finger. The elephant thinks it is an insect biting 
him. He raises his foot and, while he is putting it down, 
the man slips a stout loop, or noose, of jungle-rope over 



TAMING WILD ELEPHANTS 



107 



it. The other end of the rope is quickly tied around the 
nearest tree and the elephant is caught. 

18. After the six have been tied in this way, the rest 
are driven out of the trap. Those that are not killed, as 
they rush out, escape back into the jungle. 

19. As we are leav- 
ing the trap, Dochie 
tells us how the six 
elephants will be edu- 
cated. 

20. They are put in 
charge of tame ones. 
Every day two tame 
elephants will teach a 
wild one to obey or- 
ders. They will pun- 
ish him if he is obsti- 
nate or slow to learn 
his lesson. After he 
has learned to obey, 
they show him how to pile logs, to plow, to carry bur- 
dens, and to do what the driver tells him to do. 

21. At the end of two or three months, the wild and 
unruly monsters of the jungle may be seen quietly and 
happily working with their tame brothers and sisters. 

FOR PUPILS' STUDY 




AT WORK 

This elephant has been to the woods with his master 
and is bringing home a load of fagots. 



1. In what ways are wild elephants 
bad neighbors ? 

2. Give all the reasons you can find 



in this chapter for thinking that 
elephants naturally have a good 
disposition. 




Courtesy American Museum of Natural History, New York 

PACIFIC OCEAN 

Important locations — The Ocean; Northern Ice Cap; Southern Ice Cap; North America; Ha- 
waiian Islands; California; San Francisco; Equator. 



A HOME IN OLD HAWAII 



109 



3. Which is most useful, the ele- 
phant, the camel, the reindeer, the 
Eskimo dog, or the horse ? Have 
a class debate on this question in 
which the good points of each ani- 
mal are described. 



Tell how a horse is trained to 
work. 

On the sand table make an ele- 
phant trap and show how wild 
elephants are caught in it. 



CHAPTER XIV 

A HOME IN OLD HAWAII 

1. We have taken leave of Dochie and the elephants. 
We are on a steamship sailing around the earth east- 
ward on our way back to our own country. Our course 







IPHM 


1 -»*? .' -^i_ •'■""■'" '-^ 


^^^^B^ 


p^iwpw 





ONE OF THE HAWAIIAN ISLANDS 

Coconut palm trees 

is through the Torrid Zone, among the many tropical 
islands that lie on the Equator and on both sides of it. 

2. From the Indian Ocean, we pass into the Pacific 
Ocean. Our ship now points its bow northeast. We are 
headed for home. 



110 



HOME LIFE AKOUND THE WOKLD 



3. For many days we steam along through the waves. 
But one day we spy a speck on the horizon just ahead. 
It grows larger and larger until we see that it is land. 
The shore is fringed with graceful palm trees, and a 
line of white foam shows where the tiny coral animals 





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Dovbleday, Page Sr Company 



AN HAWAIIAN HOME 



This hut made of grass is like the one in which Kaluhe Uved. Cows, horses, and 
mules have been taken to the islands by white men. Notice the fern-like leaves of 
the big branches of the tree. 

have built their coral reefs. This is one of the Hawaiian 
Islands, sometimes called " The Paradise of the Pacific." 
4. If we had visited these islands a hundred years 
ago, we should have found a small village near the sea- 
shore. All the houses were made of dry grass covering 
a framework of bamboo poles. The houses, or rather 
huts, were like those commonly built by savage people 
in the Torrid Zone. 



A HOME IN OLD HAWAII 111 

5. In one of these huts lived a little boy, named Ka- 
luhe, with Nalima, his mother. It was a simple home 
of one room, furnished only with grass mats on which 
Kaluhe and Nalima sat and slept. A hole in the ground 
outside served for a stove, which was partly filled with 
hot stones when it was used for cooking. Above the 
hut tall palms nodded in the sun and bent protectingly 
when the tropical hurricanes swept in from the ocean. 

6. IS'alima was a cloth-maker. I^ow the cloth that 
these savage people wore was made of the bark of trees, 
and Nalima spent most of her time gathering the bark 
and making it into cloth. She could make better cloth 
than any one else in the village, and her neighbors were 
always ready to give her fish and vegetables in exchange 
for it. 

7. Kaluhe helped his mother as much as he could. 
At first he could do little but go with her into the woods 
and watch her strip the bark from the trees. But, as he 
grew older and stronger, he helped carry the bundles of 
bark back to the hut and pile them up by the doorway. 

8. Nalima and Kaluhe sat day after day in the shade 
of the palm trees. While Nalima worked at her task of 
changing the bark into cloth, she told her little son many 
stories about the spirits of the air, the ocean, and the fire- 
mountain, from which was always rising the cloud of 
white steam. One of these stories is related in the next 
chapter. 

9. When Kaluhe was old enough, he learned how to 
scrape off the coarse, outer bark with a sharp sea-shell ; 



112 



HOME LIFE AKOUND THE WORLD 



and when his arms were strong enough to swing the 
heavy mallet, he pounded the smooth bark on a log until 
it became wide and thin like paper. His mother was so 
skillful at this that she could make bark-cloth as thin as 
muslin. Then IS^alima taught him how to bleach the cloth 

until it was almost white, 
and how to dye it and or- 
nament it with designs of 
different colors. 

10. But Kaluhe had his 
play hours as well as his 
hours of listening to Na- 
hma's stories and of help- 
ing her at her work. He 
used to wander off into 
the jungle with the other 
children of the village, 
where he picked berries, 
and climbed trees after 
wild bananas and oranges 
and coconuts. And there 
was the ever-inviting sea- 
shore, where he hunted crabs, caught shrimps in a net, 
and gathered seaweed. All these were good for food 
after Nahma had cooked them in the hole in the ground, 
their only stove. And there was bathing and swimming 
in the surf, and, when he was old enough, he learned 
how to skim over the breakers on the surf -boards. This 
was fun indeed. Sometimes he was allowed to go out 




ON A SURF-BOARD 



A HOME IN OLD HAWAII 113 

with a fisherman in his odd-looking boat. He would 
spend the time watching the bright-colored, curious- 
shaped fish swimming about and in and out of the coral 
reefs, while the fisherman dove down among them and 
swept them, with a palm leaf branch, from their nests 
into his net, or pierced them with his slender spear. 







AMERICAN BOYS IN HAWAII 
These boys are showing you their surf-boards. How long are these boards? How wide? 

11. It was Kaluhe's ambition to become a fisherman, 
for his father had been one and so had his grandfather. 
But ]N^alima always looked sad and shook her head when, 
with glowing face, he told her what he intended to do 
when he grew up. His father had gone out fishing one 
day and had never returned. 

12. The village dances were the most joyful times. 



114 HOME LIFE AROUND THE WORLD 

When the moon and stars shone bright and made the 
tropical night almost as bright as day, the whole village 
was accustomed to gather on the shore. With garlands 
of sweet-smelling flowers around their necks, they 
danced and sang to the music of drums and flutes until 
far into the night. 

13. And so the years passed. Nalima became a very 
old woman. Kaluhe grew to be a man, and became a 
fisherman as his father and grandfather had been. 

FOR PUPILS' STUDY 

1. On the voyage from Ceylon to the bark of trees. How is cotton cloth 
Hawaiian Islands we shall pass by made ? 

the Philippine Islands and Austra- 6. How did Kaluhe amuse himself 

lia. Read about both of these places when he was not helping his 

in your geography. On which side mother ? Describe some of your 

of the Equator is each of them ? sports. 

2. In which zone are the Hawaiian 7. Draw some designs that would be 
Islands ? suitable to paint on the bark-cloth 

3. Read about coral islands in your used for a cloak by the ancient 
geography. Hawaiians. 

4. Compare Kaluhe's hut with your 8. What in this chapter makes you 
home. think that the Hawaiian Islands 

5. Tell how cloth was made of the are in a tropical part of the earth? 



CHAPTEE XV 

A BRAVE HAWAIIAN PRINCESS 

1. In the days, long ago, when Kaluhe had grown to 
manhood, there was a powerful king who ruled the 
brown-skinned, savage people of the Hawaiian Islands. 
He had a beautiful daughter, named Kapiolani. 



A BRAVE HAWAIIAN PRINCESS 



115 



2. The home of this king and of the princess was near 
the great volcano from which ever rises the white cloud 
of steam that is seen far out on the waters of the ocean. 

3. Kapiolani, the king, and all the people, believed 
that the terrible fire-mountain, as they called the vol- 




A JUNGLE ON THE HAWAIIAN ISLANDS 

Notice the tall ferns that grow higher than the man on horseback, and the vines 
that climb from tree to tree. 



cano, was the home of evil spirits. The mightiest of 
these spirits, and their ruler, was the goddess, Pele. 
Pele had several sisters. One was named "Fiery-Eyed- 
Canoe-Breaker." Another was called " Red-Hot-Moun- 
tain-Lifting-Clouds," and the rest had equally terrifying 
names. 
4. These simple-minded savages were very careful 



116 HOME LIFE ABOUND THE WORLD 

not to displease Pele and her sisters. They were particu- 
larly careful not to take anything that grew near the 
volcano without asking permission of the goddess. Some 
sweet, red berries grew there of which they were very 
fond. But when they picked them they were accustomed 
to throw a few in the direction of the crater, saying : 
"Pele, here are your berries. We give some to you. 
Some we also eat." Then they ate all they wanted with- 
out fear, because they thought the spirit was pleased 
with their gift. 

5. It was supposed that these fire-spirits sometimes 
quarreled. They also went on long journeys and had 
strange adventures. This story of Pele and the ocean 
spirits was one that NaHma used to tell Kaluhe as they 
sat together under the palm trees making cloth. 

PELE ANiy THE OCEAJ^- SPIRITS 

6. Once upon a time, the god of the ocean became 
very angry with Pele, the fire-spirit, because she would 
not obey him. He came one day to the foot of the fire- 
mountain and shouted, " Pele, come forth." 

7. Pele replied from her home in the volcano, " You 
are not my master. I refuse to obey you." 

8. Then the god of the ocean summoned his water- 
spirits. Huge waves rolled in from the boundless sea, 
and piled one on top of the other on the shore. At his 
command, they leaped up the sides of the volcano. They 
flowed over the edge of the crater and filled it full of 
water to the very top. 



A BEAVE HAWAIIAN PRINCESS 



117 



9. For one short moment it seemed that Pele and the 
other fire-spirits were drowned and that their fires were 
quenched forever. But she cried aloud to her sisters. 




THE VOLCANO 
The home of the goddess, Pele. 






They rushed to help her. Together they set to work 
to drive the water-spirits from their home. First they 
heated the waters until they boiled. Then they heated 
them still more and great clouds of steam rose into the 
air. Almost in despair, exerting all their power, they 



118 



HOME LIFE AEOUND THE WORLD 



heated the waters many times hotter than before. There 
was a fearful explosion. All the waters to the last drop 
were hm^led from the crater back to their home in the 
ocean. So Pele ruled once more in her mountain. 

10. The savages of the Hawaiian Islands believed such 
stories as this until white people from our own country 
went to them and taught them that there were neither 
water-spirits nor fire-spirits. The beautiful princess, 
Kapiolani, determined to prove to her people that they 
need fear these spirits no longer. How she did it is told 
in the following story. 



HOW THE POWER OE PELE WAS BROKEN 

11. When Kapiolani was a little girl, she had been 

taught to fear Pele 
and her sisters. Many 
times she had gone to 
the mountain to pick 
the sacred berries, but 
had never dared eat 
them until some had 
been offered to the 
goddess. When, at 
night, the fires of the 
crater lit up the sky 
and the earth shook, 
the mountain rumbled, 
and the lava srushed 

HOME OF A JAPANESE LABORER . ^ 

This home is in the midst of a coffee plantation. ^P OVCr itS CUge aUQ 




A BKAVE HAWAIIAN PEINCESS 



119 



flowed down the mountain-side, she used to tremble 
with fear as she lay on her bed of grass-mats and pray- 
to the fire-spirits to protect her from harm. 

12. But now she had grown to be a woman. She had 
come to believe that there was no Pele and that there 




A RICE PLANTATION 

were no fire-spirits. She wanted her people to believe 
this also. But they would not believe unless she proved 
it to them. 

13. So one day she walked up the side of the fire- 
mountain with a great company of her people. As they 
came near the crater, they urged her to go back. But 
she said, " I will descend into the crater. If I do not re- 
turn safe, continue to fear Pele. If I come back unhurt, 
you will know that there are no fire-spirits." 



120 HOME LIFE AROUND THE WOELD 

14. Then she went down into the crater with a few 
who were willing to die with her. She pushed a stick 
into the sacred ashes. She ate the sacred berries of Pele 
in her very home. She cried aloud to the spirits to de- 
stroy her, if they could. 




m?mwm 



HAWAIIANS TO-DAY 

Many of them live in grass huts but they wear clothes like our own. Notice the 
modern house in the background. . 

15. All expected to see the angry goddess appear and 
burn up the daring princess. But when she stood un- 
harmed and returned in safety, they shouted, " There 
is no Pele ! There are no fire-spirits." 

16. From that time the people ceased believing in fire- 
spirits, and they loved and honored their beautiful prin- 
cess even more than they had before. 



A BRAVE HAWAIIAN PRINCESS 



121 



17. All these things happened a hundred years ago. 
To-day the Hawaiian Islands belong to the United States. 
Since the time when 
the white people 
taught Kapiolani not 
to believe in the fire- 
spirits, people have 
gone there from 
many lands, not only 
from our own coun- 
try, but from China, 
Japan, and from Por- 
tugal and Italy. They 
have cleared away 
the jungles and have 
planted tropical gar- 
dens in their place — 
plantations of sugar, 
rice, coffee, and pine- 
apples. Instead of 
grass huts we shall 
find neat little cottages of wood. The beautiful city of 
Honolulu now stands where Kaluhe once lived. 




A HOME IN HONOLULU TO-DAY 
This home is built near where Kaluhe once lived. 



FOR PUPILS' STUDY 



I 



1. Why do you suppose the Hawai- 
ian people believed in evil spirits 
in early times ? Do you think it 
is strange that they should ? 

2. Read about volcanoes in your 
geography. 



3. Pele and her sisters drove the water- 
spirits from the crater by heating 
the water. What happens to water 
in a tea-kettle when it is heated a 
little ? When it is heated consider- 
ably ? When it is heated very hot V 



122 



HOME LIFE AROUND THE WORLD 



4. How did the savages learn that 
there were no fire-spirits ? 

5. Who own the Hawaiian Islands 
to-day? 

6. Who live there? 

7. What changes have been made 
there during the last one hundred 
years ? 

8. Read about these islands in your 
geography and in books that you 
can get at the library. 



9. Write the names of the countries 
from which people have gone to 
Hawaii. Locate them on the globe. 

10. Make up a fairy story that is sug- 
gested by the story of Pele. 

11. Perhaps your mother will buy 
a can of Hawaiian pineapple so 
that you can have some for supper. 

12. Find out from your grocer 
w^hether or not the sugar you 
buy comes from Hawaii. 



CHAPTEE XYI 

BACK TO OUR OWN HOMELAND 

1, Two thousand miles of ocean separate the Hawai- 
ian Islands from our own homeland, the United States 




LEAVING HAWAII 

The high hill was once a volcano, but many years ago its fires burned out. This 
is the last land that we see as we sail eastward towards home. 



BACK TO OUR OWN HOMELAND 



123 



of America. For an entire week we shall sail on a steam- 
ship with never a sight of land from the time " The 
Paradise of the Pacific " 
disappears below th e west- 
ern horizon until the head- 
lands of the Golden Gate 
loom up in the east. 

2. Two thousand miles 
is a long distance. Day 
after day, night after 
night, without stopping, 
the great ship plows its 
way through the waves. 
The North Star is our 
guide by night and the 
sun by day. The captain 
has marked the course on 
his map, and with the help 
of his compass he can 
steer the ship so that it will reach the desired harbor* 

3. Do we realize how many men and women have 
toiled that we may make this journey across the ocean 
in safety and comfort? Let us see who they are that 
we may thank them, at least in our hearts, for their 
services to us. First there are men who dig the iron of 
which the ship is made from the mines in ^N^orway and 
Sweden or England or the United States. Then there 
are railroad and steamboat men who take the iron from 
the mines to some place where it is melted in huge fur- 




HOMEWARD BOUND 
A moonlight night on the ocean. 



124 



HOME LIFE AROUND THE WORLD 



naces. In foundries and rolling mills there are other men 
who make the iron into plates and framing pieces, and 
pmich the holes for the rivets. Railroad men load the 
plates and frames upon cars and deliver them to the ship- 




SAILING THROUGH THE TROPICS 

This is one way to be comfortable on shipboard. 

yards, where skillful shipbuilders fasten them together 
with rivets. 

4. While the ship is building, other men in different 
parts of the country are planning and making the ma- 
chinery, the signal lights, the flags, and all the fittings 
and furnishings. 

5. But food must be provided for the passengers an^ 






BACK TO OUR OWN HOMELAND 



125 



crew on the voyage. Men and women in many parts of 
the world are planting and harvesting grain, vegetables, 
and fruits, and are raising chickens, sheep, and cattle to 
be sent to the harbor from which onr ship is to sail. 

6. And while we 
He asleep in our 
comfortable berths at 
night, and sit on deck 
by day, the captain 
and his men are ever 
watchful that the ship 
keeps to her course. 
The engineers are 
careful that the en- 
gines are oiled and 
that they do not stop. 
The firemen, far down 
near the bottom of 
the ship, are continu- 
ally feeding the hun- 
gry fire-boxes with coal so that the boilers may give 
the steam which drives the engines. 

7. For our comfort many things are provided. Little 
rooms, called staterooms, have been built for us to sleep 
in. Parlors and libraries are furnished with easy chairs, 
tables, books, and pianos. In large dining-rooms four 
meals a day are served, and we may have lunches be- 
sides, if we wish. In the kitchens many cooks are con- 
stantly preparing our food. There are chambermaids, 




Brown Brothers 

AT HOME ON SHIPBOARD 

Children and grown people pass much of their time 
plajdng games. 



126 



HOME LIFE ABOUND THE WORLD 



waiters, and waitresses, doctors and nurses, all ready to 
help make the voyage a pleasant one. 

8. So we speed along, through storm and calm, enjoy- 
ing the fresh sea-breezes and watching the birds flying 




ENTERING THE GOLDEN GATE 

The large building is a fort. What is it built there for? Find the light-house. The 
pretty house^on the rocks is the home of the light-house keeper's family. What flag 
should be flying from the flag-pole? 



about in the air and the fishes sporting in the water. On 
the seventh day, far away on the eastern horizon, a dark 
line appears. It is the western shore of our homeland. 

9. The finest harbor on this shore is where the great 
city of San Francisco has grown up. The entrance to 
the harbor is a narrow passage called the Golden Gate. 
At evening the setting sun fills the air with a glorious 



A NEW ENGLAND BOY IN THE FAK WEST 127 

yellow light that changes the ocean into a fairyland of 
gold to which this is the gateway. 

10. Through the Golden Gate our captain guides the 
ship to one of the wharves that line the harbor shore. 
We leave the ship and step upon the land we call our 
own. 

FOR PUPILS' STUDY 

1. Find the Golden Gate on your United States to the Hawaiian Is- 
globe or map. lands? 

2. In what state is it ? 7. Suppose you were sailing from the 

3. What other two states touch the Hawaiian Islands to the United 
Pacific Ocean ? States and kept a diary. Tell what 

4. What other men and women have you might write at the close of 
helped to build and furnish a ship one interesting day. 

besides those mentioned? 8. Where do we always see the sun 

5. What would a ship be likely to at the close of the day, no matter 
carry from the Hawaiian Islands in what part of the world we are ? 
to the United States? 9. Make a collection of pictures that 

6. What might it carry from the illustrate people who are at work 

for us when we travel on the ocean. 



CHAPTER XVII 

A NEW ENGLAND BOY IN THE FAR WEST 

1. "We have entered the harbor of San Francisco, the 
largest city on the Pacific coast of our country. It is also 
the largest city in the State of California. 

2. On the other side of our country, there is another 
large city named Boston. It is one of the most important 
seaports on the Atlantic coast. It is the largest city in 
the State of Massachusetts. 



128 



HOME LIFE AROUND THE WORLD 



3. Not many years ago there was born, in a little vil- 
lage near Boston, a baby boy whom his parents named 
Luther. Even as a little child Lnther delighted to play 
with flowers. Most children like to pick flowers, but too 

often they thoughtlessly 
destroy their beautiful 
playthings. Luther was 
very careful with the , 
flowers that were given 
him. One day, as he was 
lying in his cradle, his 
sister put a bunch of 
them into his chubby, 
little hand. By accident, 
a leaf was broken off. A 
little later his sister found 
him trying, with sober 
face, to stick it on again. 
4. This story is also 
told of him. When he 
was learning to walk, 
some one made him a present of a small potted plant. 
He cared for it, as most children care for their dolls. 
He held it in his arms, patted it, carried it about with 
him, and when he went to bed he put it in a safe place 
and said good-night to it. One day he was going about 
the house holding the pot carefully in his arms, when 
he stubbed his toe and fell. The stem of the pretty plant i 
was broken off near the roots. When Luther found that 




By permission ofHartsooh 

LUTHER BURBANK AS HE LOOKS TO-DAY 
AT THE AGE OF SIXTY-NINE YEARS 



A NEW ENGLAND BOY IN THE FAR WEST 129 

his pet was ruined beyond repair, he was greatly dis- 
tressed and could not be comforted. 

5. As the years passed Luther's love for flowers and 
all growing things increased. When he became a young 
man, he found a place to work in a market-garden. Here 
he studied the growth of vegetables and learned how to 



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Courtesy Mr. Burhank 

LUTHER BURBANK'S HOME AT SANTA ROSA, CALIFORNIA 



improve them. He caused a new kind of potato to grow 
that in after years became famous. Perhaps your mother 
sometimes buys it. It is called the Burhank potato. 

6. From this you will guess that Luther's last name 
is Burbank. He now lives near San Francisco in the 
beautiful Santa Rosa valley among the mountains of the 
Pacific coast. Any one in the valley will tell you where 
his home is. It is surrounded by the flowers he loves. 



130 HOME LIFE ABOUND THE WORLD 

7. Why do you suppose that Luther Burbank, while he 
was yet a young man, left his New England home, trav- 
eled across the country and built a new home in the far- 
away west ? It was because fruit trees, plants, vegetables, 
and flowers grow faster, larger, and more perfect in 
the. valleys of California than they do in Massachusetts. 



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ON A WESTERN RANCH 

Luther Burbank crossed wide, level plains like this when he went from New 
England to California. Find a picture of a New England farm in your geography and 
compare it with this. 

8. The growing season is short in New England. 
Spring begins late and autumn sets in early. The win- 
ters are long and cold. But on the Pacific coast the sum- 
mers are long and hot. Winters are really seasons of 
rain, and all nature is green and flowering. t 

9. So Luther went to California because here his fruit 
trees and flowers would grow best. Here he could plant 
and harvest several crops of vegetables each year, and 
could work among them and improve them without the 
interference of snow and ice. 



A NEW ENGLAND BOY IN THE FAR WEST 131 

10. We can only mention two of the wonderful things 
he has done. When he first went to California, he found 
that the English walnuts that grew there had thick 
shells and small kernels. He studied and worked over 
them until the trees bore large, meaty nuts with shells 




ON TOP OF THE SIERRA NEVADA MOUNTAINS 

The mountains are near the Pacific coast. One must cross them in going from the 
eastern to the western shore of our country. 



as thin as paper. Then he discovered that the shells were 
so thin that the birds pecked through them and ate the 
meats. His crop of delicious nuts was being ruined by 
the friendly birds. But, instead of kilHng the birds as 
we might have been tempted to do, he set to work again 
to make the walnut trees grow shells a little thicker. At 
last, he succeeded in producing them with shells too hard 



132 



HOME LIFE AROUND THE WOKLD 



for the birds but thin enough and meaty enough to please 
people who want to eat them. 

11. The thorny cactus grows wild in the great deserts 
in the western parts of our country, but they are covered 







WILD CACTUS 
Notice the spines, like needles, covering these plants. 



with thorns so long and sharp that no animal can eat 
them. Mr. Burbank took some of these cactus plants 
from the desert and planted them in his garden. He 
studied them as he had studied the walnut trees. He 



A NEW ENGLAND BOY IN THE FAR WEST 133 



worked with them for several years, and now, if yon 
visit his garden, you will find large, pulpy, juicy cactus 
plants growing without 



any thorns at all. 

12. Mr. Burbank's 
plants and fruits and flow- 
ers are his children; he 
has no others. But this is 
what he once said about 
real children : 

" I love sunshine, the 
blue sky, trees, flowers, 
mountains, green mead- 
ows, sunny brooks, the 
ocean when its waves 
softly ripple along the 
sandy beach, or when 
pounding the rocky cliffs 
with its thunder and roar, 
the birds of the fleld, 
waterfalls, the rainbow, 
the dawn, the noonday, and the evening sunset, 
children above them all." 




SPINELESS CACTUS 

These cactus plants are the kind that Mr. 
Bxirbank caused to grow without spines. 



but 



FOR PUPILS' STUDY 

1. On your globe or map, find the 4. Try to find a Burbank potato, 
state of Massachusetts. What are If you can find one bring it to 
the other New England States ? school. 

2. Find Boston. 5. Across what great river did Luther 

3. What is a market-garden ? Burbank go on his way to the far 



134 



HOME LIFE AROUND THE WORLD 



West? Over what high mountains 
did he pass ? 

6. What mountains are nearest to the 
Pacific Ocean? 

7. In seed and vegetable catalogues 
you can find the names of flowers 
and vegetables that Mr. Burbank 
has improved. Perhaps you will 
like to send to him for some of his 
seeds and plant them in your school 
or home garden. 



On his way across the country Mr. 
Burbank may have passed through 
the great cities, New York, Chi- 
cago, Minneapolis, and St. Paul. 
Find these cities on your globe or 
map of the United States. 
9. Find in your geography pictures 
of New England farms and gar- 
dens and of California farms and 
gardens. What differences do you 
notice ? 



CHAPTEE XYIII 

THE HOME OF A FOREST RANGER 

1. There are Father John and Mother Mary. There 
is Sam, a big strapping boy; Susan, a fine well-grown 
girl: little Tom: and tiny Margaret, who goes by 

the name of Peggy 
for short and because 
everybody loves her. 
And there are others 
in this family who are 
also worth knowing - 
Jim, the hired man 
who helps in a hundred 
ways, three horses, 
two donkeys, a pet 
burro, a cow, a pig, a 
rooster, and hens and 
chickens. And we must not forget Jumbo, the great 
St. Bernard dog, for he drives off the hawks from the 




A FOREST RANGER'S CABIN 
It is made of logs and chinked with clay. 



THE HOME OF A FOREST RANGER 



135 



chickens, and follows Tom and Peggy about all day to 
see that no harm comes to them. 

2. This is a big family, big enough to have a jolly 
time, even although they have left all their friends to 
live for a time in the heart of the Rocky Mountains. We 




INSIDE A RANGER'S CABIN 

Name all the things you can see. This is not the cabin in which Father John lives, 
although it is the home of a real ranger's family. 



are interested in them because they have come here to 
work for us, as we shall see later in the story. 

3. Father John is a forest ranger in one of the great 
forests owned by our Government. There are more than 
a hundred of these national forests in different parts of 
our country, and each one has its forest rangers to care 
for it. 

4. Early in the spring this ranger came with his family 



136 HOME LIFE AROUND THE WORLD 

to the little cabin .on the mountain-side. Here they will 
stay until the snow begins to fall in the autumn. Then 
they will go back to their home in a village in the 
valley. 

5. It seems to be a very small cabin indeed for so large 
a family. That is, it seems small if you look at it from 
the outside. But, when you enter, you find plenty of 
room for a comfortable home for all. There is a good-,, 
sized room with a generous fire-place, called a living- 
room. On one side, two doors open, one into the little 
kitchen, the other into father's and mother's bedroom. 
Climbing up a steep flight of stairs in a corner of the 
living-room, you will find yourself in a big room right 
under the roof. The four narrow beds, standing in a row, ! 
show that this is where the children sleep. Jim, the hired I 
man, has a little box of a room in the shed, where any of 1 
the animals that happen to wander in during the day or 
night keep him company. 

6. During the cold days of early spring and late fall, 
and when storms sweep over the mountains, the family 
stay much indoors around the warm fire. But at other 
times these forest rangers, big and little, live in the great 
out-of-doors. Up near the top of these high mountains 
they seem to be on the roof of the world, which stretches 
away beneath them for hundreds of miles. 

7. Most of the world that they can see is covered with: 
forests, and their cabin is hidden among the trees. So 
the Government has built a high tower with a little 
room surrounded by glass at the top. From this observ-i 



THE HOME OF A FOREST RANGER 



137 



atory all the country round can be seen. Father John, 
or one of the family, keeps watch here from sunrise to 
sunset to discover any tire that is started in the forest. 
This is the chief business of the ranger during the hot 




A WATCH TOWER 



summer time, when . fires are easily started in the dry 
brush and grass that litter the forest floor. If the fire 
is not put out when it is small, many miles of valuable 
woodland may be burned over. 



A FOREST FIRE 

P 8. It is a warm July day. Father John is in his place 
in the tower. He is looking off over the trees with un- 
usual care, because no rain has fallen for several days. 
Hunters and tourists are about in the woods, and he 



138 



HOME LIFE ABOUND THE WOELD 



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knows from past experience that some of them will be 
careless with matches or with their camp-fires. 

9. He is not mistaken. About the middle of the morn- 
ing a column of smoke shows where a fire has started. 

He takes a long look 
through the telescope. 
He studies his map 
and locates the fire.. 
It is about ten miles 
away in an easterly 
direction from his 
tower. He turns to 
the telephone on the 
little shelf by his 
side, and calls another 
ranger in a tower 
miles away on the other side of the mountain. 

10. "Hello! '' he says, "just spotted a fire ten miles 
east from here, near Look-Out Lake. I will be there with 
Jim by one o'clock this afternoon. /We shall need your 
help." 

11. He puts up the telephone and goes as fast as he 
can down the ladder to the cabin. The account of the 
fire is soon given. Mother Mary and Susan hasten to 
prepare some food for him to take. Sam and Jim harness 
the horses, while Father John gets the bundles of tools 
that are always kept ready for just such occasions. He 
tells Sam to keep watch in the tower while he is gone. 
He and Jim mount their horses, throw the tools and the 



REPORTING "SMOKE" 

A map of the region around the tower hangs behind 
the ranger. 



THE HOME OF A FOREST RANGER 



139 



bags of food over the horse's back in front of them, and 
are off at a gallop down the mountain road. 

12. Sam climbs into the tower. He keeps a sharp eye 
on all the country round, and watches with keen interest 
the cloud of smoke in the east. He sees that it is grow- 




COUNTRY AROUND THE TOWER 
Fires easily catch in the leaves that cover the ground. 



ing larger as the hours pass. Now and then, tongues of 
flame leap through the smoke and travel over the tops 
of the trees. The telephone rings. 

13. " Hello ! " a voice calls over the wire. It is his 
father's voice. " The fire is getting away from us. Tele- 
phone to the next station for more help. I shan't be 
home to-night." 

14. The voice stops, but Sam has heard enough. He 



140 



HOME LIFE AROUND THE WORLD 



knows what to do. He first sends the call for help. Then 
he hurries down to the cabin, and soon all is bustle. 
While he is saddUng the spare horse, Mother Mary and 
Susan prepare a supper and breakfast to take to the men, 

for they must fight 
the fire all night. 
Meat, bread, and cof- 
fee are soon ready. , 
Mother Mary mounts 
into the saddle, the 
food and the coffee 
are stowed away in 
the saddle bags, and 
she is away and out 
of sight in the forest. 
15. Arrived at the 
fire, she finds that the 
woods are a mass of 
flames. The heat has 
driven the wild ani- 
mals scampering in 
all directions. Blind- 
ing smoke fills the air. A dozen strong men are hard at 
work. The underbrush is being cleared away. Trees are 
being chopped down. A trench is being dug, and dirt 
is being thrown upon the fire wherever it is discovered 
creeping through the grass. Already hundreds of acres 
of forest have been burned over, destroying thousands 
of dollars' worth of trees. 




STARTING FOR A FIRE 



THE HOME OF A FOREST RANGER 



141 



16. All night the rangers ^ght the fire. Not until late 
in the afternoon of the next day can Father John and 
Jim leave the work to others and ride back to their cabin 
home. They arrive late in the evening tired and hungry. 
The children rush out 

to meet them and take 
the horses to the stable. 
Mother Mary soon has 
a hearty supper ready 
and then all the fam- 
ily, including Jumbo, 
gather around the ta- 
ble to hear the story 
of the battle with the 
flames. But this day 
had an end as all days 
have and the ranger's 

familv must prepare Counesy American Mnseum 

*J -l J. Natural History, New Yor 

to meet the new ad- 
ventures and dangers 
of to-morrow. 

17. But there is other work for the ranger to do be- 
sides watching for fires and putting them out. You have 
seen how useful the telephone is in the forest. The wires 
must be strung from station to station, and from the 
different stations to near-by towns. Whenever they 
break, they must be repaired quickly. Paths and roads 
must be made and improved, so that a fire in any part 
of the forest may be reached without delay. Boxes of 




of 
History, New York 

PUTTING OUT A FOREST FIRE 

Forest fires are put out by throwing dirt on the 
burning leaves and grass and by digging trenches to 
keep the flames from spreading. 



142 



HOME LIFE AEOUND THE WOKLD 



tools must be placed where they will be at hand in case 
a small fire is discovered far from a station. 

18. And not the least important of a ranger's duties is 
to tell all the people whom he meets to be careful with 
matches and camp-fires. To help them remember he nails 
warning signs on the trees where people are likely to 
pass or build their fires. Some of the signs read like 
these: — 



19. 



NOTICE 

Break your match in two 
before you throw it away 



20. 



NOTICE 

Be careful of your matches 



THE HOME OF A FOREST RANGER 143 



21, 



NOTICE 

You are careful of fire ! 

Will you not teach others to 
be careful while they are in 
the woods? Put out camp- 
fires and matches. 



22. The Indians have caused a great deal of destruc- 
tion in the forests of our country, both through careless- 
ness and because of their peculiar customs. They used 
to set fires to drive the wild animals from their hiding- 
places. This saved them the trouble of hunting them. 

23. For a long time the rangers could not understand 
why there were so many fires near the Indian villages. 
At last they found out that the squaws were setting the 
fires to singe the wings of the grasshoppers that lived in 
the grass. But why should they wish to singe the wings 
of grasshoppers? On inquiry the rangers were told that 
grasshoppers, cooked in soup, were considered a great 
delicacy by the Indian braves. The squaws were com- 
pelled to catch the grasshoppers, and they could catch 
them much easier after their wings were singed. 

24. The rangers explained to the Indians the great 
damage that was done to the forests by these fires 



144 



HOME LIFE ABOUND THE WORLD 



and that people were often burned to death .by them. 
They also told them that the Government would punish 
them if they set any more. Now the squaws are obHged 

to catch their grasshoppers with 
unsinged wings, and there is 
seldom a fire near an Lidian 
village. 

FOREST PLAYMATES 

25. With so much work to 
be done it would seem that a 
ranger's family had little time 
for play. And, in fact, theirs 
is a busy life. But the men do 
find a day, now and then, for fish- 
ing or hunting. Mother Mary 
and the children often take a 
picnic-lunch and go off in search 
of berries. And the wild wood- 
folk are always interesting and 
often amusing. Little Tom, tiny 
Margaret, and big Jumbo have 
more time than the others to 
become acquainted with them. Before the summer has 
passed, they know where the squirrels live and where 
they hide their winter's store of food. They have fol- 
lowed the ground hog to his hole and the porcupine 
to his tree. They can recognize a rabbit's track in the 
soft earth. They have learned how to creep quietly into 




AN INDIAN RANGER 

This Indian has stopped setting 
fires and has become a guardian of 
the forest. 



THE HOME OF A FOREST RANGER 145 

the hiding-places of the birds and watch the mothers 
feed their young. 

26. From time to time, one of the wood-folk joins the 
ranger's family. In a big box by the shed a little cub bear 
is cm-led up, apparently quite contented. Jim found him 
one day wandering about alone in the woods. He had 
probably lost his mother. On another day, Jumbo came 
trotting into the cabin with a jay in his mouth. It was 
still alive, but one of its wings was broken. The children 
nursed it carefully and it became one of the family pets. 
All day it hopped about from one piece of furniture to 
another and upon the shoulders or heads of any one who 
happened to be near, pecking at whatever looked good 
to eat and scolding in a friendly sort of way. 

27. The happy summer months passed and autumn 
came and went. The first snowstorm was a sign that it 
was time to leave the mountain-cabin and go back for 
the winter to the village in the valley. Father has his 
winter work to do and the children must go to school. 
The cabin is closed, the vast forest and the wood-folk 
are left to themselves until another spring. 

28. Do we realize how important it is for us that our 
Government owns these great foi'ests, and is employing 
the rangers to care for them? Write on a piece of paper 
a list of the things that are made of wood, not forget- 
ting the paper on which you are writing. This is prob- 
ably made of wood pulp. The trees serve another use- 
ful purpose also. Their roots hold back the water, that 
falls on the mountains and that comes from the melting 



146 



HOME LIFE AROUND THE WORLD 



glaciers, from rushing into the valley and destroying the 
fields of grain and corn and other crops. Thus the trees 
are guardians of our food supply. So we see that, as we 
said at the beginning of our story, the forest ranger and 
his family are really working for us. 



FOR PUPILS' STUDY 



3. 



4. 



What is a national forest ? 

Why has the Government bought 

these forests ? 

Find the Rocky Mountains on the 

globe or map. 

What is the business of a forest 

ranger ? 

5. The ranger's children know a 
great deal about the wild animals 
around their cabin. What wild 
animals do you know ? Tell some- 
thing that you have seen them do. 

6. What part of this story is most 
interesting to you ? 



10. 



State three things that you have 

learned about our country from 

this story. 

Light a match and try to break 

it in two before it is entirely 

"dead." Do you see the reason 

for the notice, " Break your match 

in two " ? 

Where before in this book have 

you read about St. Bernard 

dogs ? 

Give one reason why you think 

the forest rangers are very useful 

people. 



CHAPTEE XIX 

THE VILLAGE BELOW THE RIVER 

1. This particular village is in the southern part of 
our own country w^here the great Mississippi Kiver flows 
into the Gulf of Mexico. 

2. If you will find the Mississippi River on your globe 
or map, you will see that it begins in the northern part 
of the United States, almost in the very middle of the 
continent of North America. It flows south across our 



THE VILLAGE BELOW THE RIVER 147 

country and is joined by other rivers, called tributaries, 
that come from the Appalachian Mountains and from 
the Rocky Mountains. 

3. This river is a hard worker as all rivers are. It digs 
away its banks and carries the earth and often trees and 
houses from the mountains and from the fields through 
which it flows way down to where it passes out into the 
great gulf. By dropping its burden here, it fills up the 
bottom of its bed and builds up its banks, so that after 
many, many years its bed is higher than the surround- 
ing country. So it happens that people who build their 
homes near the river are in many places living helow the 
river. 

4. There are other rivers in other countries that have 
built their beds above the surrounding land. You will 
learn about them in your later study of geography. But 
now we are interested in our own Mississippi and a little 
village under its banks in the State of Louisiana. 

THE STORY OF THE VILLAGE 

5. As we have just been told, the river has built a 
ridge, that is very much like a big trough in some places, 
along which it flows across the lowlands near its mouth. 
These lowlands need to be drained and cleared of their 
wild growth of trees and bushes, before people can live 
on them, for they are much like the jungles along the 
Amazon River. 

6. Many years ago, a company of people came from a 
distant country to make a new home in these marshlands. 



148 HOME LIFE AROUND THE WORLD 

They found a place that suited them. They cleared the 
land and drove away the crocodiles and other wild ani- 
mals. They drained it with ditches. They built a village 
and planted their gardens. They also built a little chapel 
and a bell-tower in which they hung a bell. Above the 
village, higher than the roofs of its little cottages, flowed 
the great river along the top of its ridge. That is why 
we have called this. The Village Below the River. . 

7. After they were settled and their crops began to 
grow, they decided that they must have a school for the 
children. A small one-room cabin was built and a teacher 
was engaged. One who knew this village has written the 
following account of the opening of the school. While 
reading it, you should remember that these children were 
strangers in a new country, and that they had never been 
to school before. The teacher, too, was as interested in 
the new school as the children were. 

THE SCHOOL BEGINS 

8. They were all gathered under the little chapel- 
tower when, for the first time, its bell rang for school. 
The young teacher, whom they called master, was there 
too, so that there was really nothing to ring the bell for. 
They could have walked all together across the village 
green to the httle schoolhouse, and begun the session. 
But it would be fun to ring the bell. A few of the 
stronger lads would even have sent the glad clang abroad 
before the time, but the teacher restrained them. For one 
thing, there must b^ room for every one to bear a hand. 



THE VILLAGE BELOW THE RIVER 149 

So he tied above their best reach three strands of cord to 
the main rope. Even then he was not ready. 

9. "]N'o, dear children: bnt grasp hold of the ropes, 
every one — the short children reaching np shortly, and 
the long children longly." 

10. They caught the idea, and yielded themselves 
eagerly to his arranging hand. The highest grasp was 
the oldest boy's. There was a little empty space under 
it, and then the timid, smooth, brown hand of the oldest 
girl. And still the master held back the word. 

11. ";j^ot yet! IN'ot yet! The pear is not ripe! " He 
stood apart from them, near the chapel door, where the 
light was strong, his silver watch open in his left hand, 
his form erect, his right hand lifted to the brim of his 
hat, his eyes upon the dial. 

12. "Isot yet! dear children. Not yet! Two min- 
utes more. — Be ready. ^N'ot yet ! — One minute more! 
— Have patience. Hold every one in his place. Be 
ready ! Have patience." But, at length, when the little 
ones were frowning and softly sighing with the pain of 
upheld arms, their waiting eyes saw his grow bright. 
" Be ready! " he said with low intensity. " Be ready ! " 
He rose on his tiptoes, the hat flounced from his head 
and smote his thigh, his eyes. turned upon them blazing, 
and he cried, " Ring, children, ring ! " 

13. The elfin crew leaped up the ropes and came 
crouching down. The bell pealed. The master's hat 
swung around his head. His wide eyes were wet, and he 
cried again, " King ! Ring 1 " Up and down the children 



150 HOME LIFE AKOUND THE WORLD 

went, the bell answering from above, peal upon peal: 
when, just as they were all pulling together and the bell 
could sound no louder, the small cords gave way from 
their fastenings, the little ones rolled upon their backs, 
the bell gave one joyous double clang and turned clear 
over. 

14. Before the children could recover the rope, the 
master had seized it. " 'T is sufficient ! " he said, his face 
all triumph. The bell gave a lingering clang or two and 
ceased, and presently the happy company walked across 
the green and entered the schoolhouse. 






AUTUMN IN THE SOUTHLAND 

15. It was in October that school began. The fall ofi 
the year had come. The crops of sweet potatoes, pea4 
nuts, corn, and cotton had been harvested, leaving the^ 
ground bare and brown. It is time to cut and thresh the| 
rice and to grind the sugar-cane. The intense heat ofi 
summer had passed, and the cattle and horses are lying! 
about in the open pastures, no longer seeking the shade 
of trees. 

WINTER IN THE SOUTHLAND 

16. There is no fierceness in the Southern winter 
Slowly and kindly it strips the green robes from many 
a tree and leaves it open to the winds and rain of De- 
cember. It is the season of rain and frost with seldomj 
a fall of snow. The wet ponies and cattle turn away from 
the north and stand in the slanting storm with bowedj 



THE VILLAGE BELOW THE RIVER 151 

heads. Under the roof and on the veranda, the spinning- 
wheel hums, the loom pounds; inside, the logs crackle 
and blaze on the hearth. Every now and then comes 
sounding on the outer air the long, hoarse bellow of some 
Mississippi steamer, telling of the great world beyond 
the tree-tops, a little farther than the clouds and nearer 
than the stars. 

17. On many a winter evening, as the family is gath- 
ered cozily around the fire, grandfather and grand- 
mother tell the stories that were told to them when they 
were children. Will you listen to one of them? 

THE TORTOISE 

18. A gentleman who was living near the banks of the 
river caught a large tortoise, and went immediately to 
invite some friends to take dinner with him. His little 
boy, in his absence, went to the cage Avhere the tortoise 
was. The tortoise began to whistle. 

19. "How well you whistle!" said the child. 

20. " Oh ! that is nothing. Open the cage and you 
will see." 

21. The boy opened the cage, and the tortoise whistled 
better than ever. The boy was delighted. 

22. "Put me down on the floor and you will see," 
said the tortoise. 

23. The boy did so, and the tortoise danced and sang. 

24. " Oh, how well you dance and sing! " said the boy. 

25. " Put me on the bank of the river, and you will 
see," said the tortoise. 



152 HOME LIFE AROUND THE WORLD 

26. The boy took the tortoise to the river and she 
danced and sang. All at once she disappeared in the 
water, and the boy began to cry. The tortoise rose in the 
middle of the river and said, " Learn not to trust here- 
after people whom you do not know." 

SPRINGTIME HSr THE SOUTHLAND 

27. But the winter is short. By February the spring *^ 
has come. The little frogs begin to pipe to each other 
in every wet place. The grass begins to freshen. The 
gardens are spaded up. The brush is gathered and 
burned. The plantation fields are plowed and made 
ready for the planting. 

SUMMER IN THE SOUTHLAND 

28. March and April bring in the long summer-time 
The song-birds are all back again, waking at dawn, and! 
making the hoary cypress wood merry with their joyful 
calls to their wives and children in the nests. Busy 
times. They are hunting the helpless earthworm, gnat, I 
grub, grasshopper, dragon-fly. They are watching for 
him; scratching for him; picking, pecking, boring for I 
him ; poising, swooping, darting for him ; standing up- 
side down, and peering into chinks for him. The mock- 
ing-bird has no rest whatever. Back and forth from 
dawn to dark, back and forth across the fields, always one 
way empty and the other way with his beak full of mar- 
keting. All nature is glad, gay, earnest. Corn in bloom 
and rustling in the warm breeze; blackberries ripe; 



THE VILLAGE BELOW THE RIVER 



153 



morning glories underfoot; trumpet-flower flaring from 
its dense green vine, high above on the trees; the cotton- 
plant blooming white, yellow, and red in the field be- 
neath; honey a-making in the hives and hollow trees; 
butterflies and bees lingering in the fields at sunset; the 
moth venturing forth at the first sign of dew. 

29. Thus the seasons follow one another around the 
year. Most years are joyful, but now and then a sorrow- 
ful year comes to people everywhere, as happened to 
those among the mountain pastures when the terrible 
avalanche fell on the village of Elm. Such a sorrowful 
year came to the little village below the river. It was the 
year of the great flood. 



THE OVERFLOWING OF THE RIVER 

30. It came in the springtime. For several days the 
children had been going to the river-bank after school 
to watch the rushing 
water. Logs of w^ood, 
piles of brush, now 
and then a shed torn 
from some farm up 
the river, floated by. 
Steamers and sailboats 
were hurrying up and 
dow^n the river, and 
back and forth across 
it, dodging the wreckage, and blowing their whistles to 
one another as they passed. 




Brown Brothers 

A STEAMBOAT ON THE MISSISSIPPI RIVER 



154 HOME LIFE AROUND THE WORLD 

31. Each day the river rose higher and higher. People 
asked one another anxiously, " Will it overflow the 
banks? " " Will the levees hold? " 

32. At last, the day came w^hen the yellow flood began 
to trickle over the high bank. It flowed in thick, muddy 
streams down towards the village, filling the ditches and 



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f'^w 


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/ 


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Doubleday, Page ^- Company 

A BREAK IN THE LEVEE 

Find the bags of sand piled on the levee to keep the river from washing it away. 
On the left is a house-boat. 



all the swamp lands. Now the warning comes that the 
banks have given way in places up the river. The flood 
is upon the village, and the people must make haste to 
save themselves. To-day, you may be sure, and to- 
morrow and for many days to come, there will be no 
school in the little cabin near the chapel. 

33. The w^omen hasten to collect bedding and clothing, 
and to prepare as much food as they can. The men make 



THE VILLAGE BELOW THE RIVER 155 

rafts and pile upon them all that they will hold. Boats 
are brought to the village for use when the flood drives 
them from their houses. 

34. The water covers the fields and rises above the first 
story of the cottages. Then it begins to fall, but several 
days pass before the people can return to their homes. 

35. There is desolation everywhere when the banks of 
the river are repaired and it is confined once more in its 
proper place. Everything is covered with slimy, yellow 
mud. The crops are ruined. The chickens, cattle, and 
horses are drowned. Many of the houses have been 
washed away. Life must begin all over again in the vil- 
lage. The summer came and went before the chapel bell 
called the children to school again. 

36. If we should visit the village below the river to- 
day, we should find new and larger houses, and finer 
gardens and plantations. A railroad has been built 
through it, and it has grown to be a large town. Anew 
schoolhouse with several teachers has taken the place 
of the little, one-room cabin. But, perhaps best of all, the 
Government has built new and stronger levees, that the 
lands may not again be flooded with the waters of the 
great river. 

FOR PUPILS' STUDY 

1. Oil your globe or map, find the 3. How does a river grow large? 
state in which the Mississippi 4. Name the two largest tributaries 
River begins. This is the source of the Mississippi. 

of the river. 5. What work does a river do ? 

2. In what state is its mouth ? Find 6. Into how many parts do the 
the Gulf of ]\Iexico. 






156 



HOME LIFE AROUND THE WORLD 



Mississippi River and the Rocky- 
Mountains divide our country ? 

7. What are the signs of spring in 
the part of the country where you 
live ? What are the signs of sum- 
mer ? Of autumn ? Of winter ? 

8. What are the signs of spring, 
summer, autumn, and winter in 
the Southland ? 



9. Write a letter telling about the 
opening of your school on the first 
day after vacation. 

10. Read in your geography about 
the levees of the Mississippi River. 

11. Select an interesting part of this 
chapter to read to the class. 

12. Select ten words whose spelling 
and meaning you think the class 
should learn. 



CHAPTEE XX 

MAKING A HOME IN A NEW COUNTRY 



I 



1. Find your way as best you can to the great city of 
New York. Here our long journey shall end. We have 




Bj'Owil Brotliers 



A FAMILY FROM SWEDEN 



This family has come across the Atlantic Ocean to our country. This little boat has 
taken them from the big steamship and brought them to shore. 



MAKING A HOME IN A NEW COUNTRY 157 



iW 




m #^ 



been halfway around the world, from the North Pole 

to the South Pole. We 

have been completely 

around it, from east to 

west. We have visited the 

homes of children who 

live in many lands, and 

now, in ISTew York, we 

may welcome the children 

who come from other lands 

to our country seeking a 

new home. 

2. What a company of 
people they make ! There 
are thousands of them 
every year. ISTow that you 
are so well acquainted with 
the world, can you not find, on the globe or map, the 
country from which each one comes? 

3. They come from Eng- 
I.JL ^^mi^ 'l^lk land, from Scotland, Ireland, 

France, Germany, Italy, Po- 
land, Russia, Greece, Portu- 
gal, Norway, and Sweden. 
They come, too, from China 
and Japan. 

4. Perhaps many of the 
strangers will stay in New 
York or s'O to some other 




Broiun Brothers 



A BOY FROM RUSSIA 




Brown Brothers 



FROM SUNNY ITALY 



158 



HOME LIFE AROUND THE WORLD 



large city. If they do, they will live in tenement houses. 
The older members of the family will work in stores 
and factories, while the children will go to school in big 
schoolhouses, where they w^ill find two to three thou- 
sand other children. It will be a strange life for them. 





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CHILDREN FROM MANY LANDS 

Top row, standing, left to right: Greek-Negro, Roumanian, Lithuanian, ItaUan, 
PoUsh, Croatian, Hungarian. Middle row: American, Austrian, German, Bulgarian. 
Front row: Scotch, Russian, Irish, Assyrian, Slavish, Jewish, Spanish. Do these 
children look American? 

5. Other families will want to go away from the large 
cities and settle in different parts of the country. "Where 
shall they go? To New England, to the southland, to 
the northland where the great river begins, to the snow- 
capped, forest-covered mountains of the West, or to 
thie far-western Pacific Coast ? 

6. We will leave you and them together to talk it 
over. They will tell you about the land from which they 



MAKING A HOME IN A NEW COUNTRY 159 

have come. You can help them select that part of our 
country that is most like their own. You will not fail to 
describe to them your own home, for, to you that is the 
best place in all the world. Perhaps some of them will 
decide to make their new homes in the part of the coun- 
try where you live. If they do, and the children enter 
your school, you will surely welcome them as you would 
like to be welcomed, if you were a stranger in a strange 
land. They now belong to our great American family, 
and the United States is their homeland, as it is ours. 

TO TEACHERS 

This chapter is for discussion with the pupils. Some members of the class 
may have come, or their parents or grandparents may have come, from one 
of the foreign countries mentioned. 

Have the class read in their geographies or in other books about these 
countries and dramatize the welcoming of immigrants. Let them read about 
the different parts of our own country and recommend to the newcomers one 
part or another as a desirable home. Particularly should the class consider 
the advantages of their own home location, and the advantages of our coun- 
try as a whole. 

Pictures of immigrant life on shipboard and in city and country after land- 
ing may be brought to class and discussed. 



INDEX 



KEY TO PRONUNCIATION 

( Webster's International Dictionary) 

a as in ale e as in eve o as in old 

a as in sen'ate e as in e-vent' o as in o-bey' 

a as in care e as in 6nd 6 as in orb 

3, as in am e as in fern 5 as in 6dd 

a as in arm e as in re'cent u as in use 

a as in ask I as in ice ti as in u-nite' 

a as in fi'nal i as in i-de'a u as in full 

a as in all I as in 111 ti as in tip 

The primary accent is indicated by a heavy mark ('), and the secondary ac- 
cent by a light mark ('). 
The numbers refer to pages. 



Africa (S'frl-ka), 21, 53-77, 94. 
Ahmed (ah'mgd), 53, 63-78. 
Alps Mountains (alps), 35-52. 
Amazon River (Sm'a-zdn), 81, 82-84, 

94. 
Amundsen (a'mun-s6n), 18, 23. 
Andes Mountains (an'dez), 81, 82. 
Ants. 89. 
Appalachian Mountains (ap'pa-la'chl- 

an or -lach'I-an), 147. 
Arctic Ocean (ark'tlk), 1, 3, 24, 34, 93, 

108. 
Asia (a'shl-a), 95. 
Atlantic Ocean (St-lan'tlk), 1, 16, 19, 

20, 21, 34, 35, 78, 94. 
Autumn, 150. 
Avalanche, 40. 
Axis of the earth, 13. 

Bamboo, 96, 101, 104, 110. 
Bananas, 98. 
Bazaar, 73. 



Bedouins, 61. 
Boston, 127. 
Breadfruit, 88, 98. 
Burbank, 128-133. 
Butterflies, 83. 

Cactus, 132, 133. 

California (kal'i-for'nl-a), 127, 130. 

Camel, 55-59, 66. 

Caravan, 55, 57, 58, 63. 

Ceylon (ce-16n'), 95. 

Coconuts, 88, 97-99, 112. 

Coconut palm trees, 88, 97-99. 

Colonel, the Eskimo dog, 14-24. 

Compass, 14, 123. 

Congo Eiver (kou'go), 94. 

Continents: 

North America, 1-17, 21, 127-159. 

South America, 21, 78-92. 

Europe, 21-52. 

Africa, 21, 53-77, 94. 

Asia, 95. 



162 



INDEX 



Cow tree, 86, 88. 
Crocodiles, 83, 87, 148. 

Date palm trees, 64-67, 69-70. 

Dates, 66-69. 

Desert, 53-78. 

Dochie (do'sM), 97-107. 

Dogs, 1-24, 38, 134. 

East, 13. 

Elephants, 94, 99-107. 

Elm (glm), 40. 

Equator, 21, 78-81, 94, 109. 

Eskimo dogs, 9, 14, 17-24. 

Eskimos (6s'kl-m6z), 1-7. 

Europe (u'rup), 21, 24-52, 156-159. 

Fables, 91-92, 151. 
Floods, 153-155. 
Forest ranger, 134-146. 
Frara, 20-22. 
France (frans), 35, 42, 157. 

Glaciers (gla'sherz or glas'I-erz), 37, 

40-49. 
Golden Gate, 123, 126. 
Greenland (gren'land), 19. 
Gretclien (gret'chen), 44-50. 
Gulf of Mexico, 146. 

Harbors, 11, 17, 20, 126. 
Hawaii (ha-wl'e), 109-121. 
Hippopotamus, 94. 
Honolulu (ho'no-loo'loo), 121. 
Hot springs, 19. 
Humming-birds, 83. 

Icebergs, 19. 

Ice cap, 1, 8, 13, 18, 24, 34, 93, 

108. 
Iceland (is'knd), 19. 
India (In'dl-a), 95. 
Indian Ocean, 93, 94, 109. 
Indians, 143. 
Irrigation, 64^65, 74-77. 



Jungfrau (ydSng'frou), 35, 37. 
Jungle, 82, 84, 86-89, 94-95, 121. 

Kaluhe (ka-loo'e), 111-114. 
Kapiolani (ka-pe-o-la'ne), 114-121. 

Labrador (lab'ra-dor'), 14. 

Lapland, 24-26. 

Levees, 154. 

Lion of Lucerne, 39. 

Louisiana, 147. 

Lullp,by of Switzerland, 36. 

Massachusetts, 127, 130. 
Matterhorn (mat'ter-horn), 37. 
Matthes (ma'thez), 96-107. 
Mecca (mgk'ka), 73. 
Mediterranean (m6d'I-ter-ra'ne-an), 53. 
Minaret (min'a-r6t), 72. 
Mississippi River, 146, 153-154. 
Mohammedans (M6-ham'mgd-anz), 73c 
Monk, The, 37. 
Monkeys, 83. 
Mosquitoes, 15, 26, 89. 
Mountain pastures, 33-52. 
Mountains : 

Alps, 35-52. 

Andes, 81, 82. 

Appalachian, 147. 

Rocky, 134-146, 147. 

Sierra Nevada, 131. 

Volcano, 117, 122. 

JSTalima (na-le'ma), 111-114. 

National forests, 135-146. 

New England, 130, 158. 

New York, 11, 156. 

Nicholas, 45-52. 

Nils (dIIz), 26, 33. 

Nogasak (no'ga-sak), 1-7. 

North, 12. 

North American, 1-17, 21, 127-159. 

North Pole, 8, 12, 13, 78. 

North Star, 12, 123. 



INDEX 



163 



North winds, 15-16, 23. 
Norway (nor'wa), 16, 18, 19, 23. 
Norwegian flag, 23. 

Oasis (o'a-sls, plural o'a-sez), 53, 61-78. 
Oceans : 

Arctic, 3, 24. 

Atlantic, 16, 19, 20, 21, 35, 78, 94. 

Pacific, 109. 

Indian, 94, 109. 

Pacific (pa-slflk), 1, 93, 108, 109. 
Palm treea — date, 64-66, 69-70. 

— coconut, 88, 97-98, 110. 
Parrots, 83. 
Peary (pe'rl), 9-14. 
Pedro, 82, 86-89. 
Pele (pe'le), 114-120. 
Polar bear, 4. 

Rain tree, 88. 
Reindeer, 15, 24-33. 
Rhinoceros, 94. 
Rice, 101, 121. 
Rigi (re'ge), 37. 
Rivers : 

Amazon, 81, 82-84, 94. 

Congo, 94. 

Mississippi, 146, 153-154. 
Rocky Mountains, 135-146, 147. 
Roosevelt, The, 10-13. 
Rubber, 86-90. 

Sahara (sa-ha'ra), 53-77. 
Saint Bernard dogs, 38, 134. 
Sandstorm, 59. 
San Francisco, 126. 
Savages, 84, 94, 110-111, 114. 
Shetland Islands, 19. 
Sierra Nevada Mountains, 131. 
Sled or Sledge, 2, 3, 9, 31. 



Snow house, 1-7. 

Snowshoes, 9, 18, 30. 

South, 12. 

South America, 21, 81. 

Southern Cross, 23. 

South Pole, 16, 21-23, 78. 

South winds, 12. 

Spring of the year, 46, 152. 

Springs of water, 74-77. 

Steamships, 123-127. 

Switzerland (swlt'zer-l<»nd), 33-52. 

Tea, 95, 100. 

Tell, William, 37-38. 

Temperate Zone, 21, 24-52, 122-159. 

Torrid Zone, 21, 53-121. 

Tropical gardens, 94-101, 121. 

Tropics, 124 (same as Torrid Zone). 

Turtles, 89-94, 151. 

United States, 109-159. 
United States flag, 13. 

Valleys, 35-52, 131, 134-146. 
Volcano, 115-120, 122. 

Water buffalo, 101. 

Wells, 76. 

West, 12. 

Winds, 12, 15-16, 23. 

World, The, 1, 34, 93, 108. 

Zones : 
North Frigid, 1-14. 
North Temperate, 21, 24-52, 122- 

159. 
Torrid (the Torrid Zone is often 

called The Tropics), 21, 53-121. 
South Temperate, 21. 
South Frigid, 21-24. 



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